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2009
Best of luck to all readers of this weblog as I am close out 2008!
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Wednesday, December 31, 2008
Tuesday, December 30, 2008
New eBook: Getting Started with Tablet PCs
Here’s the latest Technology & Learning's eBooks below.
A Tablet PC is a unique type of computer that allows the user to "ink" his or her input – words, sketches, diagrams and even math and science notations - and have them saved digitally.
It can offer teachers new solutions for teaching and engage students so they are excited about coming to class – or doing fieldwork – and learning. The key to innovation is in their flexibility and mobility.
This eBook provides information about them and classroom examples that show how they are taking educational computing far beyond the capabilities of the conventional notebook and where they are making a difference in teaching and learning. We hope you will enjoy reading about this exciting new technology.
Read more...
What's Inside the eBook:
A Tablet PC is a unique type of computer that allows the user to "ink" his or her input – words, sketches, diagrams and even math and science notations - and have them saved digitally.
It can offer teachers new solutions for teaching and engage students so they are excited about coming to class – or doing fieldwork – and learning. The key to innovation is in their flexibility and mobility.
This eBook provides information about them and classroom examples that show how they are taking educational computing far beyond the capabilities of the conventional notebook and where they are making a difference in teaching and learning. We hope you will enjoy reading about this exciting new technology.
Read more...
What's Inside the eBook:
New eBook: Getting Started with Tablet PCs
Here’s the latest Technology & Learning's eBooks below.
A Tablet PC is a unique type of computer that allows the user to "ink" his or her input – words, sketches, diagrams and even math and science notations - and have them saved digitally.
It can offer teachers new solutions for teaching and engage students so they are excited about coming to class – or doing fieldwork – and learning. The key to innovation is in their flexibility and mobility.
This eBook provides information about them and classroom examples that show how they are taking educational computing far beyond the capabilities of the conventional notebook and where they are making a difference in teaching and learning. We hope you will enjoy reading about this exciting new technology.
Read more...
What's Inside the eBook:
A Tablet PC is a unique type of computer that allows the user to "ink" his or her input – words, sketches, diagrams and even math and science notations - and have them saved digitally.
It can offer teachers new solutions for teaching and engage students so they are excited about coming to class – or doing fieldwork – and learning. The key to innovation is in their flexibility and mobility.
This eBook provides information about them and classroom examples that show how they are taking educational computing far beyond the capabilities of the conventional notebook and where they are making a difference in teaching and learning. We hope you will enjoy reading about this exciting new technology.
Read more...
What's Inside the eBook:
Tuesday, December 16, 2008
In class, anytime by JILL ROSEN
Getting a college degree isn't easy for Watina Green.
She's juggling a heavy course load of entertainment-management classes with a full-time job as an executive assistant.
Despite her best efforts, every once in a while she can't make it to class. But that's not to say she misses a class.
She's juggling a heavy course load of entertainment-management classes with a full-time job as an executive assistant.
Despite her best efforts, every once in a while she can't make it to class. But that's not to say she misses a class.
She can log on to her computer at home and with the push of a button, hear the voice of her professor, possibly see him or her in action, and watch the same presentation her classmates were able to experience."I very rarely miss a class because classes are very important to me," Green says. "But recently I did miss a class, psychology, because of something going on at work that I had to be involved in. I got home and that night I was able to log on and listen to the class, take notes and when I got back in class the following Thursday, it was like I had never missed a class."
Putting college lectures online isn't revolutionary. Schools such as the Massachusetts Institute of Technology and the University of California, Berkeley, have recorded campus events and speeches by star professors and loading them onto popular Web services like YouTube and iTunes. But anyone can go online and watch those videos, unlike Coppin's lectures, which are only accessible to students enrolled in the classes.
Source: Baltimoresun.com
In class, anytime by JILL ROSEN
Getting a college degree isn't easy for Watina Green.
She's juggling a heavy course load of entertainment-management classes with a full-time job as an executive assistant.
Despite her best efforts, every once in a while she can't make it to class. But that's not to say she misses a class.
She's juggling a heavy course load of entertainment-management classes with a full-time job as an executive assistant.
Despite her best efforts, every once in a while she can't make it to class. But that's not to say she misses a class.
She can log on to her computer at home and with the push of a button, hear the voice of her professor, possibly see him or her in action, and watch the same presentation her classmates were able to experience."I very rarely miss a class because classes are very important to me," Green says. "But recently I did miss a class, psychology, because of something going on at work that I had to be involved in. I got home and that night I was able to log on and listen to the class, take notes and when I got back in class the following Thursday, it was like I had never missed a class."
Putting college lectures online isn't revolutionary. Schools such as the Massachusetts Institute of Technology and the University of California, Berkeley, have recorded campus events and speeches by star professors and loading them onto popular Web services like YouTube and iTunes. But anyone can go online and watch those videos, unlike Coppin's lectures, which are only accessible to students enrolled in the classes.
Source: Baltimoresun.com
An Administrators' Guide to Interactive Learning
Students today are interactive learners; they spend much of their time at home engaging with information and other people online, creating content, learning, and sharing ideas. In classrooms that value such student creativity, students are encouraged to create original content and share the results using a variety of technology tools.
Classrooms that offer the opportunities that engage students in interactive learning realize better results. This eBook provides guidance on planning for technology use, addressing the needs of the district's stakeholders, and describing the technologies that work and the support that makes them effective and cost-effective solutions.
What's Inside the eBook:
An Administrators' Guide to Interactive Learning
Students today are interactive learners; they spend much of their time at home engaging with information and other people online, creating content, learning, and sharing ideas. In classrooms that value such student creativity, students are encouraged to create original content and share the results using a variety of technology tools.
Classrooms that offer the opportunities that engage students in interactive learning realize better results. This eBook provides guidance on planning for technology use, addressing the needs of the district's stakeholders, and describing the technologies that work and the support that makes them effective and cost-effective solutions.
What's Inside the eBook:
Monday, December 15, 2008
600 videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, and finance
The Khan Academy is a not-for-profit organization with the mission to accelerate learning for students of all ages.
We have 600 videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, and finance which have been recorded by Salman Khan. With this in mind, we want to share our content with whoever may find it useful.
Take a look at the video below:
http://www.youtube.com/khanacademy
http://www.youtube.com/user/khanacademy
eSchool News and the Current Site of the Week Online
We have 600 videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, and finance which have been recorded by Salman Khan. With this in mind, we want to share our content with whoever may find it useful.
Take a look at the video below:
Related links
http://www.youtube.com/khanacademy
http://www.youtube.com/user/khanacademy
eSchool News and the Current Site of the Week Online
About Salman Khan and Jonathan Goldman
Salman Khan (Sal) founded the Khan Academy with the hope of using technology to foster new learning models. He is currently the portfolio manager of a fund based in Menlo Park, CA. Prior to this, Sal was one of the initial employees at MVC Venture Capital. He has also worked as a Technical Architect at Scient Corporation and as a Senior Product Manager at Oracle Corporation.
Sal received his MBA from Harvard Business School where he was president of the student body. He also holds a Masters in electrical engineering and computer science, a BS in electrical engineering and computer science, and a BS in mathematics from MIT where he was president of the the Class of 1998. While at MIT, Sal was the recipient of the Eloranta Fellowship which he used to develop web-based math software for children with ADHD. He was also an MCAT instructor for the Princeton Review and volunteered teaching gifted 4th and 7th graders at the Devotion School in Brookline, MA.
To contact the Khan Academy, please send an email to sal@khanacademy.org.
Jonathan Goldman is an Analytics Scientist at Linkedin.com where he uses mathematical models to help improve user experience. He has always loved learning math and applying these skills to interesting problems. He has taught courses at Stanford in the physics department and has been tutoring students at different levels (middle school through university) since high school. He sees great opportunity in improving the learning tools available to students of all ages. Jonathan received a PhD in physics from Stanford University in 2005 and a BS in physics from MIT in 1998.
600 videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, and finance
The Khan Academy is a not-for-profit organization with the mission to accelerate learning for students of all ages.
We have 600 videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, and finance which have been recorded by Salman Khan. With this in mind, we want to share our content with whoever may find it useful.
Take a look at the video below:
http://www.youtube.com/khanacademy
http://www.youtube.com/user/khanacademy
eSchool News and the Current Site of the Week Online
We have 600 videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, and finance which have been recorded by Salman Khan. With this in mind, we want to share our content with whoever may find it useful.
Take a look at the video below:
Related links
http://www.youtube.com/khanacademy
http://www.youtube.com/user/khanacademy
eSchool News and the Current Site of the Week Online
About Salman Khan and Jonathan Goldman
Salman Khan (Sal) founded the Khan Academy with the hope of using technology to foster new learning models. He is currently the portfolio manager of a fund based in Menlo Park, CA. Prior to this, Sal was one of the initial employees at MVC Venture Capital. He has also worked as a Technical Architect at Scient Corporation and as a Senior Product Manager at Oracle Corporation.
Sal received his MBA from Harvard Business School where he was president of the student body. He also holds a Masters in electrical engineering and computer science, a BS in electrical engineering and computer science, and a BS in mathematics from MIT where he was president of the the Class of 1998. While at MIT, Sal was the recipient of the Eloranta Fellowship which he used to develop web-based math software for children with ADHD. He was also an MCAT instructor for the Princeton Review and volunteered teaching gifted 4th and 7th graders at the Devotion School in Brookline, MA.
To contact the Khan Academy, please send an email to sal@khanacademy.org.Jonathan Goldman is an Analytics Scientist at Linkedin.com where he uses mathematical models to help improve user experience. He has always loved learning math and applying these skills to interesting problems. He has taught courses at Stanford in the physics department and has been tutoring students at different levels (middle school through university) since high school. He sees great opportunity in improving the learning tools available to students of all ages. Jonathan received a PhD in physics from Stanford University in 2005 and a BS in physics from MIT in 1998.
eSchool News and the Current Site of the Week Online
Here's what's new on eSchool News site today.
Students turn to online videos to supplement readings, lectures.When University of Central Florida junior Nicole Nissim got stumped in trigonometry, she checked out what was showing on YouTube.
Nissim typically scours the video-sharing Web site for clips of bands and comedy skits. But this time she wasn't there to procrastinate on her homework. It turned out YouTube was also full of math videos. After watching a couple, the psychology major says, she finally understood trig equations and how to make graphs.
YouTube is perhaps best known for its cavalcade of homemade performances and TV clips, but many people like Nissim are turning to it for free tutoring in math, science, and other complicated subjects.
When University of Central Florida junior Nicole Nissim got stumped in trigonometry, she checked out what was showing on YouTube.
Nissim typically scours the video-sharing Web site for clips of bands and comedy skits. But this time she wasn't there to procrastinate on her homework. It turned out YouTube was also full of math videos. After watching a couple, the psychology major says, she finally understood trig equations and how to make graphs.
"I was able to watch them at my own pace and if I didn't get a concept, I could easily rewind it," Nissim says. "It was a lot clearer once I watched the video."
YouTube is perhaps best known for its cavalcade of homemade performances and TV clips, but many people like Nissim are turning to it for free tutoring in math, science, and other complicated subjects.
Math videos won't rival the millions of hits garnered by laughing babies, but a YouTube tutorial on calculus integrals has been watched almost 50,000 times in the past year. Others on angular velocity and harmonic motion have gotten more than 10,000 views each.
The videos are appealing for several reasons, says Kim Gregson, an Ithaca College professor of new media. Students come to the videos when they're ready to study and fully awake -- not always the case for 8 a.m. calculus classes. And they can watch the videos as many times as they need until they understand.
Nissim typically scours the video-sharing Web site for clips of bands and comedy skits. But this time she wasn't there to procrastinate on her homework. It turned out YouTube was also full of math videos. After watching a couple, the psychology major says, she finally understood trig equations and how to make graphs.
"I was able to watch them at my own pace and if I didn't get a concept, I could easily rewind it," Nissim says. "It was a lot clearer once I watched the video."
YouTube is perhaps best known for its cavalcade of homemade performances and TV clips, but many people like Nissim are turning to it for free tutoring in math, science, and other complicated subjects.
Math videos won't rival the millions of hits garnered by laughing babies, but a YouTube tutorial on calculus integrals has been watched almost 50,000 times in the past year. Others on angular velocity and harmonic motion have gotten more than 10,000 views each.
The videos are appealing for several reasons, says Kim Gregson, an Ithaca College professor of new media. Students come to the videos when they're ready to study and fully awake -- not always the case for 8 a.m. calculus classes. And they can watch the videos as many times as they need until they understand.
Related links
Site of the Week
Free site measures students' information literacy skills
TRAILS-9, which stands for Tools for Real-Time Assessment of Information Literary Skills, uses multiple questions to assess the information literacy skills of students based on sixth- and ninth-grade standards. The free site, which is a project of the Institute of Library and Information Literacy Education, was developed to give library media specialists a tool to identify strengths and weaknesses of their students' information-seeking abilities.Enjoy your reading!
Source: eSchool News
Source: eSchool News
eSchool News and the Current Site of the Week Online
Here's what's new on eSchool News site today.
Students turn to online videos to supplement readings, lectures.When University of Central Florida junior Nicole Nissim got stumped in trigonometry, she checked out what was showing on YouTube.
Nissim typically scours the video-sharing Web site for clips of bands and comedy skits. But this time she wasn't there to procrastinate on her homework. It turned out YouTube was also full of math videos. After watching a couple, the psychology major says, she finally understood trig equations and how to make graphs.
YouTube is perhaps best known for its cavalcade of homemade performances and TV clips, but many people like Nissim are turning to it for free tutoring in math, science, and other complicated subjects.
When University of Central Florida junior Nicole Nissim got stumped in trigonometry, she checked out what was showing on YouTube.
Nissim typically scours the video-sharing Web site for clips of bands and comedy skits. But this time she wasn't there to procrastinate on her homework. It turned out YouTube was also full of math videos. After watching a couple, the psychology major says, she finally understood trig equations and how to make graphs.
"I was able to watch them at my own pace and if I didn't get a concept, I could easily rewind it," Nissim says. "It was a lot clearer once I watched the video."
YouTube is perhaps best known for its cavalcade of homemade performances and TV clips, but many people like Nissim are turning to it for free tutoring in math, science, and other complicated subjects.
Math videos won't rival the millions of hits garnered by laughing babies, but a YouTube tutorial on calculus integrals has been watched almost 50,000 times in the past year. Others on angular velocity and harmonic motion have gotten more than 10,000 views each.
The videos are appealing for several reasons, says Kim Gregson, an Ithaca College professor of new media. Students come to the videos when they're ready to study and fully awake -- not always the case for 8 a.m. calculus classes. And they can watch the videos as many times as they need until they understand.
Nissim typically scours the video-sharing Web site for clips of bands and comedy skits. But this time she wasn't there to procrastinate on her homework. It turned out YouTube was also full of math videos. After watching a couple, the psychology major says, she finally understood trig equations and how to make graphs.
"I was able to watch them at my own pace and if I didn't get a concept, I could easily rewind it," Nissim says. "It was a lot clearer once I watched the video."
YouTube is perhaps best known for its cavalcade of homemade performances and TV clips, but many people like Nissim are turning to it for free tutoring in math, science, and other complicated subjects.
Math videos won't rival the millions of hits garnered by laughing babies, but a YouTube tutorial on calculus integrals has been watched almost 50,000 times in the past year. Others on angular velocity and harmonic motion have gotten more than 10,000 views each.
The videos are appealing for several reasons, says Kim Gregson, an Ithaca College professor of new media. Students come to the videos when they're ready to study and fully awake -- not always the case for 8 a.m. calculus classes. And they can watch the videos as many times as they need until they understand.
Related links
Site of the Week
Free site measures students' information literacy skills
TRAILS-9, which stands for Tools for Real-Time Assessment of Information Literary Skills, uses multiple questions to assess the information literacy skills of students based on sixth- and ninth-grade standards. The free site, which is a project of the Institute of Library and Information Literacy Education, was developed to give library media specialists a tool to identify strengths and weaknesses of their students' information-seeking abilities.Enjoy your reading!
Source: eSchool News
Source: eSchool News
E-Learning Can Positively Affect Classroom Learning
Traditional classroom teaching in higher education could learn a thing or two from online teaching, otherwise known as e-learning, according to a University of Illinois professor who studies computer-mediated communication, information exchange and the Internet.
Caroline Haythornthwaite, a professor in the Graduate School of Library and Information Science, says that the value of e-learning has been underrated at the college level, and that some of its methods and techniques can augment traditional classroom learning.
E-learning is defined as technology-based learning. Lectures, homework, quizzes and exams are delivered almost entirely or completely online. In some instances, no in-person interaction takes place over the length of the course.
Caroline Haythornthwaite, a professor in the Graduate School of Library and Information Science, says that the value of e-learning has been underrated at the college level, and that some of its methods and techniques can augment traditional classroom learning.E-learning is defined as technology-based learning. Lectures, homework, quizzes and exams are delivered almost entirely or completely online. In some instances, no in-person interaction takes place over the length of the course.
A global economy hungry for customized, portable and on-demand educational platforms coupled with the Internet’s rise to dominance as the ubiquitous medium of information delivery means that e-learning is increasingly gaining respect as an innovative and viable pedagogical tool, especially for subjects that require multimedia, collaboration tools (wikis, blogs and course-management systems, for example), and other bandwidth-hungry applications prevalent today.
Read more...
Related links
University of Illinois
Haythornthwaite home page
Caroline Haythornthwaite
E-Learning can have Positive Effect on Classroom Learning, Scholar Says
Source: redOrbit
Read more...
Related links
University of Illinois
Haythornthwaite home page
Caroline Haythornthwaite
E-Learning can have Positive Effect on Classroom Learning, Scholar Says
Source: redOrbit
E-Learning Can Positively Affect Classroom Learning
Traditional classroom teaching in higher education could learn a thing or two from online teaching, otherwise known as e-learning, according to a University of Illinois professor who studies computer-mediated communication, information exchange and the Internet.
Caroline Haythornthwaite, a professor in the Graduate School of Library and Information Science, says that the value of e-learning has been underrated at the college level, and that some of its methods and techniques can augment traditional classroom learning.
E-learning is defined as technology-based learning. Lectures, homework, quizzes and exams are delivered almost entirely or completely online. In some instances, no in-person interaction takes place over the length of the course.
Caroline Haythornthwaite, a professor in the Graduate School of Library and Information Science, says that the value of e-learning has been underrated at the college level, and that some of its methods and techniques can augment traditional classroom learning.E-learning is defined as technology-based learning. Lectures, homework, quizzes and exams are delivered almost entirely or completely online. In some instances, no in-person interaction takes place over the length of the course.
A global economy hungry for customized, portable and on-demand educational platforms coupled with the Internet’s rise to dominance as the ubiquitous medium of information delivery means that e-learning is increasingly gaining respect as an innovative and viable pedagogical tool, especially for subjects that require multimedia, collaboration tools (wikis, blogs and course-management systems, for example), and other bandwidth-hungry applications prevalent today.
Read more...
Related links
University of Illinois
Haythornthwaite home page
Caroline Haythornthwaite
E-Learning can have Positive Effect on Classroom Learning, Scholar Says
Source: redOrbit
Read more...
Related links
University of Illinois
Haythornthwaite home page
Caroline Haythornthwaite
E-Learning can have Positive Effect on Classroom Learning, Scholar Says
Source: redOrbit
Sunday, December 14, 2008
The Scout Report: Research and Education
Check out these highlights from The Internet Scout Project below.
National Institute of Informatics
National Institute of Informatics
Informatics is a field that is gaining importance around the globe, and the National Institute of Informatics (NII) in Japan seeks "to advance integrated research and development activities in information-related fields, including networking, software, and content." First-time visitors should note that most of the materials in the site can be located in sections such as "Research", "Services", and "Education".
Read more...
Solutions for Our Future
America benefits mightily from its many universities and colleges, and this recent initiative from the American Council on Education (ACE) aims to raise awareness about the mission and work of the country's higher education institutions. The ACE is working with a number of partners on this project, including the Educational Testing Service, the National Collegiate Athletics Association (NCAA), and Campus Compact.
New visitors can start their journey through the site by clicking on the "What is Solutions for Our Future?" section, which can be found at the top right hand corner of the homepage.
Read more...
Source: Internet Scout Project
The Scout Report: Research and Education
Check out these highlights from The Internet Scout Project below.
National Institute of Informatics
National Institute of Informatics
Informatics is a field that is gaining importance around the globe, and the National Institute of Informatics (NII) in Japan seeks "to advance integrated research and development activities in information-related fields, including networking, software, and content." First-time visitors should note that most of the materials in the site can be located in sections such as "Research", "Services", and "Education".
Read more...
Solutions for Our Future America benefits mightily from its many universities and colleges, and this recent initiative from the American Council on Education (ACE) aims to raise awareness about the mission and work of the country's higher education institutions. The ACE is working with a number of partners on this project, including the Educational Testing Service, the National Collegiate Athletics Association (NCAA), and Campus Compact.
New visitors can start their journey through the site by clicking on the "What is Solutions for Our Future?" section, which can be found at the top right hand corner of the homepage.
Read more...
Source: Internet Scout Project
Lang-8 Service
Jaered has been in touch to reminds us about a website called lang-8, which is a website where users can write journal entries in the language that they are learning, and then get it corrected by someone who is native in that language.
Lang-8 is a SNS (Social Networking Service) site for language exchange and international communication.
In this site, you can write in the language you are studying, and other users (whose native language is the language you are studying) can correct your diary. And you can also correct the diaries of those who are studying your native language.
You are able to not only learn a language, but help teach others your own language as well.
For example, if there is a Japanese person studying English and an American person studying Japanese, the American can correct the English entries of the Japanese, and the Japanese, in turn, can correct the Japanese-written entries of the American.
It helps to make teaching one's native language simpler and takes less time than traditional teaching methods and it is also very beneficial to be taught and corrected by a native speaker of the language you are studying.
In this way, with lang-8, users can teach and learn a language as well as have international exchanges with each other.
Read more...
Language learning communities
Lang-8 Social Networking Service
Here is a video review:
Enjoy the Website!
Source: Lang-8
Lang-8 Service
Jaered has been in touch to reminds us about a website called lang-8, which is a website where users can write journal entries in the language that they are learning, and then get it corrected by someone who is native in that language.
Lang-8 is a SNS (Social Networking Service) site for language exchange and international communication.
In this site, you can write in the language you are studying, and other users (whose native language is the language you are studying) can correct your diary. And you can also correct the diaries of those who are studying your native language.
You are able to not only learn a language, but help teach others your own language as well.
For example, if there is a Japanese person studying English and an American person studying Japanese, the American can correct the English entries of the Japanese, and the Japanese, in turn, can correct the Japanese-written entries of the American.
It helps to make teaching one's native language simpler and takes less time than traditional teaching methods and it is also very beneficial to be taught and corrected by a native speaker of the language you are studying.
In this way, with lang-8, users can teach and learn a language as well as have international exchanges with each other.
Read more...
Language learning communities
Lang-8 Social Networking Service
Here is a video review:
Enjoy the Website!
Source: Lang-8
Tuesday, December 09, 2008
Francis Marshall shares some tips on how to create successful blended learning programmes.
Blended learning programmes can play a key role in driving down the cost of training, speeding up learning and making training more accessible to a wider audience – all important in the current economic climate.
Here are Francis Marshall's 10 steps for developing successful blending learning programmes:
Read more...
About Francis Marshall
He is managing director of Cegos UK, part of Cegos Group, Europe's largest learning and development provider.
For more information, visit: www.cegos.co.uk
Source: trainingzone.co.uk
Here are Francis Marshall's 10 steps for developing successful blending learning programmes:
Read more...About Francis Marshall
He is managing director of Cegos UK, part of Cegos Group, Europe's largest learning and development provider.
For more information, visit: www.cegos.co.uk
Source: trainingzone.co.uk
Francis Marshall shares some tips on how to create successful blended learning programmes.
Blended learning programmes can play a key role in driving down the cost of training, speeding up learning and making training more accessible to a wider audience – all important in the current economic climate.
Here are Francis Marshall's 10 steps for developing successful blending learning programmes:
Read more...
About Francis Marshall
He is managing director of Cegos UK, part of Cegos Group, Europe's largest learning and development provider.
For more information, visit: www.cegos.co.uk
Source: trainingzone.co.uk
Here are Francis Marshall's 10 steps for developing successful blending learning programmes:
Read more...About Francis Marshall
He is managing director of Cegos UK, part of Cegos Group, Europe's largest learning and development provider.
For more information, visit: www.cegos.co.uk
Source: trainingzone.co.uk
Sunday, December 07, 2008
iBrain: Surviving the Technological Alteration of the Modern Mind
Their insights are extraordinary, their behaviors unusual. Their brains—shaped by the era of microprocessors, access to limitless information, and 24-hour news and communication—are remapping, retooling, and evolving. They're not superhuman. They're your twenty-something coworkers, your children, and your competition. Are you keeping up?
In iBrain, Dr. Gary Small, one of America's leading neuroscientists and experts on brain function and behavior, explores how technology's unstoppable march forward has altered the way young minds develop, function, and interpret information. iBrain reveals a new evolution catalyzed by technological advancement and its future implications: Where do you fit in on the evolutionary chain? What are the professional, social, and political impacts of this new brain evolution? How must you adapt and at what price?While high-tech immersion can accelerate learning and boost creativity, it also has its glitches, among them the meteoric rise in ADD diagnoses, increased social isolation, and Internet addiction. To compete and thrive in the age of brain evolution, and to avoid these potential drawbacks, we must adapt, and iBrain—with its Technology Toolkit—equips all of us with the tools and strategies needed to close the brain gap.
Published on: 2008-10
Buy this Book
About the Authors
Dr. Gary Small is a professor of psychiatry at the UCLA Semel Institute and directs the Memory and Aging Research Center and the UCLA Center on Aging. He is one of the world's leading experts on brain science and has published numerous books and articles. Scientific American magazine named him one of the world's top innovators in science and technology, and he frequently appears on The Today Show, Good Morning America, 20/20 and CNN. Dr. Small has invented the first brain scan that allows doctors to see the physical evidence of brain aging and Alzheimer's disease in living people. Among his numerous breakthrough research studies, he now leads a team of neuroscientists who are demonstrating that exposure to computer technology causes rapid and profound changes in brain neural circuitry.
Gigi Vorgan wrote, produced and appeared in numerous feature films and television shows before teaming up with her husband, Dr. Gary Small, to co-write The Memory Bible, The Memory Prescription, The Longevity Bible, and iBrain. She lives in Los Angeles with Dr. Small and their two children.
Related links
Er internettet ved at ændre din hjerne?
iBrain: Surviving the Technological Alteration of the Modern Mind
iBrain: Surviving the Technological Alteration of the Modern Mind
Their insights are extraordinary, their behaviors unusual. Their brains—shaped by the era of microprocessors, access to limitless information, and 24-hour news and communication—are remapping, retooling, and evolving. They're not superhuman. They're your twenty-something coworkers, your children, and your competition. Are you keeping up?In iBrain, Dr. Gary Small, one of America's leading neuroscientists and experts on brain function and behavior, explores how technology's unstoppable march forward has altered the way young minds develop, function, and interpret information. iBrain reveals a new evolution catalyzed by technological advancement and its future implications: Where do you fit in on the evolutionary chain? What are the professional, social, and political impacts of this new brain evolution? How must you adapt and at what price?While high-tech immersion can accelerate learning and boost creativity, it also has its glitches, among them the meteoric rise in ADD diagnoses, increased social isolation, and Internet addiction. To compete and thrive in the age of brain evolution, and to avoid these potential drawbacks, we must adapt, and iBrain—with its Technology Toolkit—equips all of us with the tools and strategies needed to close the brain gap.
Published on: 2008-10
Buy this Book
About the Authors
Dr. Gary Small is a professor of psychiatry at the UCLA Semel Institute and directs the Memory and Aging Research Center and the UCLA Center on Aging. He is one of the world's leading experts on brain science and has published numerous books and articles. Scientific American magazine named him one of the world's top innovators in science and technology, and he frequently appears on The Today Show, Good Morning America, 20/20 and CNN. Dr. Small has invented the first brain scan that allows doctors to see the physical evidence of brain aging and Alzheimer's disease in living people. Among his numerous breakthrough research studies, he now leads a team of neuroscientists who are demonstrating that exposure to computer technology causes rapid and profound changes in brain neural circuitry.
Gigi Vorgan wrote, produced and appeared in numerous feature films and television shows before teaming up with her husband, Dr. Gary Small, to co-write The Memory Bible, The Memory Prescription, The Longevity Bible, and iBrain. She lives in Los Angeles with Dr. Small and their two children.
Related links
Er internettet ved at ændre din hjerne?
iBrain: Surviving the Technological Alteration of the Modern Mind
Er internettet ved at ændre din hjerne?
Forskning foretaget af den amerikanske neuroforsker, Gary Small fra University of California (UCLA) viser, at internettet ikke blot har ændret på måden, som vi arbejder på, men det teknologiske fremskridt har også ændret vores hjerne. Modgiften er hjernegymnastik.
Medredaktør, på Kommunikationsforum.dk, Brian Due og hjerneforsker ved MR--afdelingen på Hvidovre Hospital Martin Skov har skrevet en spændende artikel om internettets effekt på hjernens udvikling.
En ganske almindelig ”videnarbejder” åbner sin e-mail cirka 50 gange om dagen. Han benytter sit instant-messaging program 77 gange til at sende og modtage hurtige beskeder. Og han besøger 40 forskellige websider. Han zapper rundt og får konstant nye input og stimuli. Hans forhold til nettet er som graverens forhold til skovlen. Lige så naturlig, mad og drikke er for ham, er hans daglige skud World Wide Web. Han er på nettet, ergo er han til.
Dette er i hvert fald hypotesen i Gary Small og Gigi Vorgans nye bog, iBrain: Surviving the Technological Alteration of the Modern Mind.
I iBrain males et noget dystert billede af fremtiden: Digitale mirakler som e-mail, sociale netværk på nettet, YouTube osv. er i færd med at fremavle en helt ny hjernetype: ukoncentreret, besat af hurtige belønninger, dårligt beskaffen hvad angår læring og social kontakt. Det er Smalls budskab. Men hvordan er det muligt?
Teknologiforfatteren Nicholas Carr har taget hul på diskussionen i en nylig artikel, “Is Google Making Us Stupid?”. Carrs hovedbudskab er, at internettet påvirker vores evne til at læse, lære og tænke i en negativ retning, fortsættes: Lider du af techno-brain burnout?
Relatered links
iBrain: Surviving the Technological Alteration of the Modern Mind
Is Google Making Us Stupid?
Kilde: Kommunikationsforum.dk
Medredaktør, på Kommunikationsforum.dk, Brian Due og hjerneforsker ved MR--afdelingen på Hvidovre Hospital Martin Skov har skrevet en spændende artikel om internettets effekt på hjernens udvikling.
En ganske almindelig ”videnarbejder” åbner sin e-mail cirka 50 gange om dagen. Han benytter sit instant-messaging program 77 gange til at sende og modtage hurtige beskeder. Og han besøger 40 forskellige websider. Han zapper rundt og får konstant nye input og stimuli. Hans forhold til nettet er som graverens forhold til skovlen. Lige så naturlig, mad og drikke er for ham, er hans daglige skud World Wide Web. Han er på nettet, ergo er han til.
Dette er i hvert fald hypotesen i Gary Small og Gigi Vorgans nye bog, iBrain: Surviving the Technological Alteration of the Modern Mind.
I iBrain males et noget dystert billede af fremtiden: Digitale mirakler som e-mail, sociale netværk på nettet, YouTube osv. er i færd med at fremavle en helt ny hjernetype: ukoncentreret, besat af hurtige belønninger, dårligt beskaffen hvad angår læring og social kontakt. Det er Smalls budskab. Men hvordan er det muligt?
Teknologiforfatteren Nicholas Carr har taget hul på diskussionen i en nylig artikel, “Is Google Making Us Stupid?”. Carrs hovedbudskab er, at internettet påvirker vores evne til at læse, lære og tænke i en negativ retning, fortsættes: Lider du af techno-brain burnout?
Relatered links
iBrain: Surviving the Technological Alteration of the Modern Mind
Is Google Making Us Stupid?
Kilde: Kommunikationsforum.dk
Er internettet ved at ændre din hjerne?
Forskning foretaget af den amerikanske neuroforsker, Gary Small fra University of California (UCLA) viser, at internettet ikke blot har ændret på måden, som vi arbejder på, men det teknologiske fremskridt har også ændret vores hjerne. Modgiften er hjernegymnastik.
Medredaktør, på Kommunikationsforum.dk, Brian Due og hjerneforsker ved MR--afdelingen på Hvidovre Hospital Martin Skov har skrevet en spændende artikel om internettets effekt på hjernens udvikling.
En ganske almindelig ”videnarbejder” åbner sin e-mail cirka 50 gange om dagen. Han benytter sit instant-messaging program 77 gange til at sende og modtage hurtige beskeder. Og han besøger 40 forskellige websider. Han zapper rundt og får konstant nye input og stimuli. Hans forhold til nettet er som graverens forhold til skovlen. Lige så naturlig, mad og drikke er for ham, er hans daglige skud World Wide Web. Han er på nettet, ergo er han til.
Dette er i hvert fald hypotesen i Gary Small og Gigi Vorgans nye bog, iBrain: Surviving the Technological Alteration of the Modern Mind.
I iBrain males et noget dystert billede af fremtiden: Digitale mirakler som e-mail, sociale netværk på nettet, YouTube osv. er i færd med at fremavle en helt ny hjernetype: ukoncentreret, besat af hurtige belønninger, dårligt beskaffen hvad angår læring og social kontakt. Det er Smalls budskab. Men hvordan er det muligt?
Teknologiforfatteren Nicholas Carr har taget hul på diskussionen i en nylig artikel, “Is Google Making Us Stupid?”. Carrs hovedbudskab er, at internettet påvirker vores evne til at læse, lære og tænke i en negativ retning, fortsættes: Lider du af techno-brain burnout?
Relatered links
iBrain: Surviving the Technological Alteration of the Modern Mind
Is Google Making Us Stupid?
Kilde: Kommunikationsforum.dk
Medredaktør, på Kommunikationsforum.dk, Brian Due og hjerneforsker ved MR--afdelingen på Hvidovre Hospital Martin Skov har skrevet en spændende artikel om internettets effekt på hjernens udvikling.
En ganske almindelig ”videnarbejder” åbner sin e-mail cirka 50 gange om dagen. Han benytter sit instant-messaging program 77 gange til at sende og modtage hurtige beskeder. Og han besøger 40 forskellige websider. Han zapper rundt og får konstant nye input og stimuli. Hans forhold til nettet er som graverens forhold til skovlen. Lige så naturlig, mad og drikke er for ham, er hans daglige skud World Wide Web. Han er på nettet, ergo er han til.
Dette er i hvert fald hypotesen i Gary Small og Gigi Vorgans nye bog, iBrain: Surviving the Technological Alteration of the Modern Mind.
I iBrain males et noget dystert billede af fremtiden: Digitale mirakler som e-mail, sociale netværk på nettet, YouTube osv. er i færd med at fremavle en helt ny hjernetype: ukoncentreret, besat af hurtige belønninger, dårligt beskaffen hvad angår læring og social kontakt. Det er Smalls budskab. Men hvordan er det muligt?
Teknologiforfatteren Nicholas Carr har taget hul på diskussionen i en nylig artikel, “Is Google Making Us Stupid?”. Carrs hovedbudskab er, at internettet påvirker vores evne til at læse, lære og tænke i en negativ retning, fortsættes: Lider du af techno-brain burnout?
Relatered links
iBrain: Surviving the Technological Alteration of the Modern Mind
Is Google Making Us Stupid?
Kilde: Kommunikationsforum.dk
Friday, December 05, 2008
Innovate Volume 5, Issue 2, December 2008/January 2009
James L Morrison, Editor-in-Chief, Innovate has been in touch to reminds us about the following below.
Our December 2008/January 2009 special issue on academics in virtual environments focuses on the possibilities and pitfalls of teaching in virtual worlds. Our contributors offer insights into how educators exploring multiuser virtual environments (MUVEs) can use the lessons learned in earlier versions of the technology, describe worlds built to meet specific educational needs, and offer advice for using SecondLife and other environments to help students with special needs.
Hacking Say and Reviving ELIZA:
Lessons from Virtual Environments
By Rochelle Mazar and Jason Nolan
As text-based predecessors to Second Life, MOOs can offer educators important insights on managing virtual communities to create rich, meaningful learning experiences. Rochelle Mazar and Jason Nolan outline two instructional experiments in MOOs that have implications for current educational practice in Second Life.
Read more...
The Time Factor:
Leveraging Intelligent Agents and Directed Narratives in Online Learning Environments
By Greg Jones and Scott Warren
Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context of the game and to the individual player's situation, can accelerate learning in MUVEs and other virtual learning environments.
Read more...
Knowledge-Driven Design of Virtual Patient Simulations
By Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson
Virtual worlds provide unique opportunities for instructors to promote, study, and evaluate student learning and comprehension. In this article, Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson explore the advantages of using virtual reality environments to create simulations for medical students.
Read more...
Using Second Life with Learning-Disabled Students in Higher Education
By Stephanie McKinney, Agi Horspool, Renee Willers, Omar Safie, and Laurie Richlin
The educational potential of Second Life is still in the process of being developed and harnessed. According to Stephanie McKinney, Agi Horspool, Renee Willers, Omar Safie, and Laurie Richlin, an essential step in this development will be to figure out how to use Second Life to support learning-disabled (LD) students who face numerous challenges in traditional instruction in higher education.
Innovate-Blog:
A Step Into Blog 2.0
By James Shimabukuro
Although we must say farewell to Stephen Downes's long-time contribution to this journal, Places to Go, and wish Stephen luck in his next endeavors, we announce a new feature this month.
In the inaugural edition of Innovate-Blog, James Shimabukuro introduces Innovate's newest feature, I-Blog. The advent of free blog publishing platforms and tools gave individuals a simple yet sophisticated means to publish directly to the Web. In the last few years, organizations and institutions have been using blogs for their own purposes, creating a kind of Blog 2.0 that is less about individuals and more about organizations and teams.
Read more...
Innovate-Ideagora:
What's Happening
By Alan McCord and Denise Easton
In this edition of Innovate-Ideagora, Alan McCord and Denise Easton report that Innovate's social networking initiative now has almost 280 members, many of them actively contributing to a lively set of discussions, including considerations of what topics the Ideagora should take up in the future and a conversation about the challenges of motivating reluctant faculty members to engage with new technology.
Read more...
Our partner, ULiveandLearn, produces author webcasts on the topics of their articles. You may register for the December/January webcasts at the Innovate-Live portal http://www.uliveandlearn.com/PortalInnovate/index.cfm
Enjoy this issue of Innovate!
Source: Innovate
Our December 2008/January 2009 special issue on academics in virtual environments focuses on the possibilities and pitfalls of teaching in virtual worlds. Our contributors offer insights into how educators exploring multiuser virtual environments (MUVEs) can use the lessons learned in earlier versions of the technology, describe worlds built to meet specific educational needs, and offer advice for using SecondLife and other environments to help students with special needs.
Hacking Say and Reviving ELIZA:
Lessons from Virtual Environments
By Rochelle Mazar and Jason Nolan
As text-based predecessors to Second Life, MOOs can offer educators important insights on managing virtual communities to create rich, meaningful learning experiences. Rochelle Mazar and Jason Nolan outline two instructional experiments in MOOs that have implications for current educational practice in Second Life.
Read more...
The Time Factor:
Leveraging Intelligent Agents and Directed Narratives in Online Learning Environments
By Greg Jones and Scott Warren
Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context of the game and to the individual player's situation, can accelerate learning in MUVEs and other virtual learning environments.
Read more...
Knowledge-Driven Design of Virtual Patient Simulations
By Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson
Virtual worlds provide unique opportunities for instructors to promote, study, and evaluate student learning and comprehension. In this article, Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson explore the advantages of using virtual reality environments to create simulations for medical students.
Read more...
Using Second Life with Learning-Disabled Students in Higher Education
By Stephanie McKinney, Agi Horspool, Renee Willers, Omar Safie, and Laurie Richlin
The educational potential of Second Life is still in the process of being developed and harnessed. According to Stephanie McKinney, Agi Horspool, Renee Willers, Omar Safie, and Laurie Richlin, an essential step in this development will be to figure out how to use Second Life to support learning-disabled (LD) students who face numerous challenges in traditional instruction in higher education.
Innovate-Blog:
A Step Into Blog 2.0
By James Shimabukuro
Although we must say farewell to Stephen Downes's long-time contribution to this journal, Places to Go, and wish Stephen luck in his next endeavors, we announce a new feature this month.
In the inaugural edition of Innovate-Blog, James Shimabukuro introduces Innovate's newest feature, I-Blog. The advent of free blog publishing platforms and tools gave individuals a simple yet sophisticated means to publish directly to the Web. In the last few years, organizations and institutions have been using blogs for their own purposes, creating a kind of Blog 2.0 that is less about individuals and more about organizations and teams.
Read more...
Innovate-Ideagora:
What's Happening
By Alan McCord and Denise Easton
In this edition of Innovate-Ideagora, Alan McCord and Denise Easton report that Innovate's social networking initiative now has almost 280 members, many of them actively contributing to a lively set of discussions, including considerations of what topics the Ideagora should take up in the future and a conversation about the challenges of motivating reluctant faculty members to engage with new technology.
Read more...
Our partner, ULiveandLearn, produces author webcasts on the topics of their articles. You may register for the December/January webcasts at the Innovate-Live portal http://www.uliveandlearn.com/PortalInnovate/index.cfm
Enjoy this issue of Innovate!
Source: Innovate
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