Top Posts for Simple Life Habits in 2011 | Simple Life Habits 2011 was a fantastic year for Simple Life Habits. I was able to connect with many of you that share the same passions for self productivity, time management, and developing better habits. This past week, I sat down and thought through all of the projects and goals that I have for this blog. I will be releasing more details in the days ahead. My goal today is to highlight the 10 most popular blog posts of 2011. Top Posts for Simple Life Habits in 2011 [list style="p"] [/list] Of course, I have a few personal favorites from the year. [list style="arrowblue2"] I hope you are renewed, refreshed and excited about the New Year! Join the 30 Day Get Productive Challenge! Includes videos, PDF's, daily checklists, life planning templates and more! We hate spam just as much as you Jon Milligan This is a test of using this system.
EnhancED | Enhancing Education The (Ongoing) Case for Google Drive Microsoft’s Office is the most-used office productivity suite in the world. Redmond claims that one-in-seven humans currently uses the suite. The software is complex; Word itself boasts nearly 1,200 menu items according to an intrepid Google Forum user, Pat... Flipping the Biochemistry Classroom: Making Room for Real-World Problem Solving Columbia University Professor Brent Stockwell came to the Columbia Center for New Media Teaching and Learning (CCNMTL) in the summer of 2013, wanting to talk about his biochemistry course, and what could be done to improve it. EdX: The First Year Working Papers Released Researchers from Harvard and MIT have sifted through data from 17 edX courses to produce a series of working papers on the first year of open online courses. Mozilla's Web Literacy Standard and Its Implications for Educational Technology Wikispaces Adds Quizlet and GeoGebra Widgets for Improved Student Engagement
Tout sur la norme e-learning SCORM 2004 www.edpsycinteractive.org/topics/cognition/bloom.html Bloom et al.'s Taxonomy of the Cognitive Domain Citation: Huitt, W. (2011). Return to | Overview of the Cognitive System | EdPsyc Interactive: Courses | Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives. The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The original levels by Bloom et al. (1956) were ordered as follows: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Anderson and Krathwohl (2001) revised Bloom's taxonomy to fit the more outcome-focused modern education objectives, including switching the names of the levels from nouns to active verbs, and reversing the order of the highest two levels (see Krathwohl, 2002 for an overview). In any case it is clear that students can "know" about a topic or subject in different ways and at different levels. References
keengwe_0610 TED Launches TED Ed Video Service For Teachers, Partners With YouTube Education By Paul Glader, WiredAcademic Managing Editor BERLIN – TED is expanding its popular video offerings into the education space by launching new videos made by teacher and animators that schools can find on a TED-Ed channel on YouTube and use in the classroom. “TED’s core mission is to spread ideas,” said TED Curator Chris Anderson. “These TED-Ed videos are designed to catalyze curiosity. We want to show that learning can be thrilling.” The TED Talk videos feature hundreds of speakers – from billionaire Bill Gates to Khan Academy founder Salman Khan and architecture critic James Howard Kunstler – who appeared at TED conferences giving talks 18 minutes or less, which are video taped and distributed around the web for free. The TED-Ed initiative will be different. “There has been lots of dreaming at TED in the last few years about what can be done in education,” said TED curator Chris Anderson, during a conference call with journalists. Today, TED-Ed launched the first 12 videos.
Tools for metacognition Metacognition is an important part of intentional learning, since it involves actively thinking about what you know, what you don’t know, and how you can get better at knowing and applying what you know. A mantra for metacognition State the learning problem with some specificity: identify what you want to know and what you want to do with that knowledgeChoose strategies to solve the learning problem—draw upon your own prior knowledge and the knowledge of othersObserve how you used the strategies—keep a learning journal or blogEvaluate the results: What worked? What didn’t work?Rinse and repeat: Apply successful strategies to new learning problems By definition, metacognition involves individual commitment and reflection. How you as an instructor can help Be a role model Think aloud to show your approach to solving problems. Baby steps Help learners appreciate that they’ll grow to be better learners. A “So what? Metacognition and motivation Of course learners still need to be motivated.
Google's social media shortcomings could stunt Google Plus on campuses Professors and students were excited about Google’s Buzz and Wave, but both platforms fell short of expectations By Dennis Carter, Assistant Editor Read more by Denny Carter Google Plus's 'circles' have drawn educators' interest. College students won’t have to worry about their professors spotting drunken party pictures on Google Plus, the search giant’s latest attempt at social networking. Getting those students and faculty to sign up for a Google Plus account, however, might be difficult, campus technology leaders say. The company’s failed attempts to create a social media site that can compete with Facebook—known as Google Buzz and Google Wave —could dampen excitement about Google Plus , a site that allows the sharing of photos, updates, and recommended content among friends and professionals. Google Plus members can create “circles” that make it easy to pick and choose which online friends you can share certain items with.
Course Design & Development: A Teaching Guide Overview Many programs at Colorado State University offer both traditional and distance courses online. More and more, traditional courses are using online learning elements to supplement course delivery. TILT's course development process favors an interactive learning environment over traditional lecture in both the traditional classroom and in the distance environment. More about the Process Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses Note: This article was originally published in The Technology Source ( as: Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy "Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses" The Technology Source, March/April 2001. Available online at The article is reprinted here with permission of the publisher. The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. We, a team of five evaluators from Indiana University's Center for Research on Learning and Technology (CRLT), recently used these principles to evaluate four online courses in a professional school at a large Midwestern university. Principle 1: Good Practice Encourages Student-Faculty Contact Conclusion References
Tidbits, titbits or tipbits? ID - Instructional Design or Interactivity Design in an interconnected world? Instructional design is not only seen as a core competency for learning and development/training specialists, but it’s a huge industry, too. Most learning vendors tout their ‘expertise in instructional design’ as a key reason as to why we should engage them to produce learning content. If we do so, then almost invariably their approach is around developing content in an ‘instructionally-sound way’ to produce a set of ‘learning interventions’. I have a real problem with this approach and the thinking behind it. It simply isn’t appropriate for the needs of the 21st century knowledge industry, and is arguable even more inappropriate for those whose work is carried out with their hands rather than with their minds. Let’s Forget About Events Undoubtedly instructional design is crucial if the mindset is learning events – modules, courses, programmes and curricula. From Content to Activity The vast majority of structured learning is content-rich and interaction-poor. Ebbinghaus and All That