View more presentations from Chris Lehmann.
Where Does It Live: Building Systems and Structures Around What You Believe
View more presentations from Chris Lehmann.
Saturday, August 1, 2009
High School Social Culture
High School Subculture
University of Michigan: Cool Kids and Losers: The Psychology of High School Students in Peer Groups and Cliques
Wikipedia: Peer Pressure
Essential Question: Can institutional structure have an effect on peer pressure and social ostracization?
Friday, July 31, 2009
Twittering for Education
Update from Setting the Sail, the 2009 Summer Institute for teachers organized by MLTI.
It's 10:10 am, Friday July 31st (can you believe it???), and I just dropped in a session led by Shawn Kimball, which you may find on his wiki - http://twitterforeducation.wikispaces.com/.
Hope you will find it helpful.
It's 10:10 am, Friday July 31st (can you believe it???), and I just dropped in a session led by Shawn Kimball, which you may find on his wiki - http://twitterforeducation.wikispaces.com/.
Hope you will find it helpful.
Thursday, July 30, 2009
Games for Change at Summer Tech Institute Castine
by Ed Latham and Olga LaPlante
Please select one of the questions below and respond to it as a comment. If you would like people to know who you are, but you do not wish to log into Blogger, you may include your name in your comment.
1. What do students need to know about a community's energy needs?
2. If students were given control of energy policy, what might the outcome look like?
3. Briefly share one example of an activity you provide students in which the student can quickly and easily try different scenarios to see results.
Please select one of the questions below and respond to it as a comment. If you would like people to know who you are, but you do not wish to log into Blogger, you may include your name in your comment.
1. What do students need to know about a community's energy needs?
2. If students were given control of energy policy, what might the outcome look like?
3. Briefly share one example of an activity you provide students in which the student can quickly and easily try different scenarios to see results.
Wednesday, July 29, 2009
Videogames in Education
Ruben R. Puentedura, Ph.D.
Founder and President
Hippasus
228 Main Street, #412
Williamstown, MA 01267
(413) 441-6467
rubenrp@hippasus.com
http://hippasus.com
Videogames are becoming a progressively more important component of teaching today. They can provide learners with rich worlds and complex narratives that both enhance and transform their educational experience in previously unexplored ways. Because of this, we are pleased to announce that, as part of a joint research project between MLTI and the Ewing Marion Kauffman Foundation, Dr. Ruben Puentedura has created a 14-part podcast series on videogames in education. This mini-course, available now in its entirety from iTunes U, provides educators with the knowledge needed to successfully use educational gaming in their classroom. The podcast series will be supplemented by ongoing posts and discussions on Dr. Puentedura's blog, with more materials to be announced in the coming months.
iTunes U URL:
http://deimos3.apple.com/WebObjects/Core.woa/Browse/education-maine.gov .
2246057621
Blog: http://hippasus.com/rrpweblog/
Founder and President
Hippasus
228 Main Street, #412
Williamstown, MA 01267
(413) 441-6467
rubenrp@hippasus.com
http://hippasus.com
Videogames are becoming a progressively more important component of teaching today. They can provide learners with rich worlds and complex narratives that both enhance and transform their educational experience in previously unexplored ways. Because of this, we are pleased to announce that, as part of a joint research project between MLTI and the Ewing Marion Kauffman Foundation, Dr. Ruben Puentedura has created a 14-part podcast series on videogames in education. This mini-course, available now in its entirety from iTunes U, provides educators with the knowledge needed to successfully use educational gaming in their classroom. The podcast series will be supplemented by ongoing posts and discussions on Dr. Puentedura's blog, with more materials to be announced in the coming months.
iTunes U URL:
http://deimos3.apple.com/
2246057621
Blog: http://hippasus.com/rrpweblog/
Monday, July 27, 2009
Wicked Decent Learning Call In Show
From Jeff & Dan:
"Join us for a Wicked Decent Listener Call In Show... Tell us what excites you about the upcoming school year."
"We are scheduling another Wicked Decent Listener show via Skype on Tuesday, July 28th at 8:00PM Eastern Standard Time. If you'd like to join us, all you have to do is..."MORE . . .
Setting Sail at Castine
Setting Sail 2009, the MLTI Summer Institute, will be happening this week. For additional information, check here. Feel free to join the Learning in Maine Community to share information and happenings at the Institute.
Sign Up
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Reading and the Web
Essential Question: Is there a difference between reading a book and reading on the Internet?
Audio Interview with Don Leu on New Literacies
NYT: Online, R U Really Reading?
DistrictAdministration: New Literacies
Don Leu et al.: "Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies"
David Warlick: "The New Literacy"
MICDL: Maine Professional Development Collaborative - New Literacies Research Lab
Audio Interview with Don Leu on New Literacies
NYT: Online, R U Really Reading?
DistrictAdministration: New Literacies
Don Leu et al.: "Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies"
David Warlick: "The New Literacy"
MICDL: Maine Professional Development Collaborative - New Literacies Research Lab
Sunday, July 26, 2009
Avoiding Pretentious Words
"Never use a long word where a short one will do." ~ George Orwell
utilize . . .use
exceedingly . . .very
sufficient . . .enough
commence . . . begin (or start)
demonstrate . . . show
accordingly . . . .so
cognizant . . . aware
facilitate . . . assist
transform . . . alter (or convert)
assessment . . . test
implementation . . . taking action
initiative . . .project
exceedingly . . .very
sufficient . . .enough
commence . . . begin (or start)
demonstrate . . . show
accordingly . . . .so
cognizant . . . aware
facilitate . . . assist
transform . . . alter (or convert)
assessment . . . test
implementation . . . taking action
initiative . . .project
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