“18th-c studies” meets “digital humanities” | The Long Eighteenth
This post by George Williams. The CFP for ASECS 2010 is out, and I can’t help but notice that several of the panel proposals (including one being organized by Lisa Maruca and me) deal explicitly with digital humanities topics. Details regarding these panels are available after the jump, but before you make that jump, dear reader, please indulge me for a few sentences. Does it seem to you that the various academic disciplines concerned with the humanities are at a turning point with regard to integrating digital tools into their research and teaching methodologies? It certainly seems that way to me: And yet, does it perhaps also feel to you that the benefits of these developments have not yet filtered down to our day-to-day academic lives? This is not meant to be a list of complaints, mind you. Is this new phase a good thing? ASECS 2010 and the Digital Humanities Below are the CFPs for ASECS 2010 panels that explicitly deal with the digital humanities. George H. Like this: Like Loading...
How Reading Logs Can Kill The Love Of Reading
It is well documented that the benefits of regular reading are profound. Studies have shown that reading improves everything from a person’s language, academic, speech, communication, and writing skills to reducing stress, improving concentration, expanding vocabulary, and allowing us to be lost in another world. Reading is relaxing entertainment that grows brains! Given the power of this one activity to significantly change a person’s life, it is not surprising that teachers try to encourage their students to read by asking them to complete reading logs. Unfortunately, though, with a teacher’s good intentions notwithstanding, forcing a person to complete a reading log can actually do the opposite of what it is intended to do. Reading logs can make children want to stop reading. There’s this phenomenon that happens in a person’s mind called counterwill. Counterwill is a resistance force—it makes us do the opposite of what we are being told to do. Firstly, don’t force it.
Scientists Discover 15th Convex Pentagon Able To Tile A Plane
Consider the ceramic on the floor beneath you. Those squares or rectangles tile the plane. That's a mathematical term, and finding a new shape that covers a flat surface using only exact copies of that one shape without overlapping or leaving any gaps is a mathematical challenge. All triangles can tile the plane, all quadrangles, too. But only 14 pentagons - five-sided shapes - could do it. Or so we thought, to the extent that we thought about this at all. Welcome back to the program. JULIE REHMEYER: It's my pleasure, Robert, happy to talk to you. SIEGEL: How big a deal this is? REHMEYER: It's exciting. SIEGEL: Who found this new pentagon? REHMEYER: Three mathematicians at the University of Washington - Casey Mann, Jennifer McLoud and David Von Derau. SIEGEL: And there have been many searches for these geometric shapes over the decades? REHMEYER: There have. REHMEYER: That's a great description. REHMEYER: That's right. SIEGEL: I'm thinking ahead to hexagons. REHMEYER: That's right.
ShareYourEdustory
Reflection makes us stronger, wiser, and more precise. In our journey to understand ourselves as educators, we should continually reflect about what we believe in, what has worked well, and also what has failed miserably in our classrooms. Blogging is a great platform for reflection. Show your work. I have been blogging for the past two years and I struggle with feeling like I need to blog more, share more, and show more of my struggle. Here is how it works: One blog post a weekTweet a link to your blog post using the #YourEdustory hashtag on TwitterConnect and comment on others’ blog postsEach week a topic will be provided (if you need it)Be able to add topic ideas in honor of Edcamp styleJoin a calendar that will send you blogging reminders To join Share #YourEdustory 2015 Challenge fill out this form. To join Share #YourEdustory 2015 Challenge calendar. Share #YourEdustory participant list. Share #YourEdustory 2015 Challenge Google spreadsheet of topics.
Background to the 4E's — Digisim - A Flipped Academic
A highly experienced mentor once told me that there are 3 main groups of staff with regards to influencing change around technology use. These are the evangelists, those who will naturally be inquisitive and try new technology; the resistors, those to whom the change model applies (there is a sliding scale for resistors as some will resist for longer than others) and finally the naysayers, those who just don't want to change and are excessive complainers. (This final group I have renamed as C.A.V.E.s - Colleagues Against Virtually Everything.) My mentor also suggested that it's a waste of time and effort to focus attention on the "naysayers" as they very rarely change their minds. So what's all this got to do with the 4E Framework? I began to realise that as part of the change process staff had to take ownership for the rationale behind the use of technology.
Student Has Amazing Breakthrough By Doing What Teacher Says | Throwcase
John Man is a young violinist who has been struggling for years to overcome his limitations as a musician. Though graced with some talent and a degree of innate musicality, Man has always found it difficult to play with the sort of polish and professional mastery shown by his colleagues. “I tried just playing the way I want over and over and over again, hoping that it would get better,” he said. “It never did! It was like, the more I played it the same way the more it would sound the same. What could I do?” Finally, out of sheer desperation, Man started doing what his teacher had been telling him to do in every lesson for the past five years. We spoke to Man’s teacher, Dorothy Schnupsky, whose teaching philosophy revolves around a concept she calls The Job. Man also took inspiration from his roommate Bob Guy, who is studying to be a doctor. Man is very pleased that he no longer needs to use his old system of learning things, which he called The System.
Research shows how children can enjoy and succeed in math, Stanford expert says
Stanford Report, December 17, 2015 Stanford Professor Jo Boaler says that research findings show how all students can learn to enjoy math and achieve at high levels without suffering from fear or failure. By Clifton B. Aaron Kehoe Education Professor Jo Boaler (center) observes the work of her students in the Stanford Teacher Education Program. For many students, math class is the subject of nightmares. "All children are different in their mathematical thinking, strengths and interests," said Jo Boaler, a professor of mathematics education at Stanford Graduate School of Education. Boaler has studied how students learn math, to identify why so many students end up hating or fearing math, and, too often, underachieve. In her new book, Mathematical Mindsets, Boaler describes how society has traditionally valued one type of math learner – one who can memorize well and calculate fast – as opposed to others who have the same potential but may be deeper, slower and more creative.
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