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Professors With Personal Tweets Get High Credibility Marks – Wired Campus – The Chronicle of Higher Education
So the assistant professor in communications at Elizabethtown College designed an experiment for 120 students at the college and has just reported the results. It turns out that professors with personal Twitter streams appear to be more credible than those who stick to business. The study, co-authored with Jamie Bartolino, one of her students, appears in the most recent issue of Learning, Media and Technology.
Joseph Kahne: Is the Virtual World Good For the “Real” One?
Online communities are not the problem — in fact, they may be part of the solution. Many worry that youth who spend significant time on fan sites or in online communities tied to hobbies, sports or other interests will become socially isolated — or, … they may focus more on needs of those in virtual communities than on the needs of those right next to them. We found the opposite to be true. Controlling for their prior level of engagement with civic life, when youth were highly involved in interest-driven online communities they increased their volunteer and charity work in the offline world and increased their work with others on community issues. In addition, online communities are generally more politically diverse than offline neighborhoods. We found that participation in these communities increased youth’s overall exposure to divergent views on societal issues.
Your Emails are Too Long | zen habits
Rules for Short, Effective Emails
Ignore these rules at your peril:
Keep it to 5 sentences. No more. I stole this from five.sentenc.es of course, but I’ve used it for years and it works. I usually try to do fewer than 5.
Figure out your main point. If you think you need more than 5 sentences, you haven’t figured out the key thing you want to say. Take a second to figure it out, and stick to just that.
Ask one thing. Don’t ask 10 questions, just ask one. Or two at the most. You’re much more likely to get an answer quickly.
Edit. If you stretched it to 8 sentences, cut out 3.
Link. If you need to refer to info, include a link to it on the web.
Post it. If the info you need to share isn’t on the web, put it there. Create a long answer or long background document (then edit it to the essential info) and post it online. Use your blog, or one of the many free tools for posting info. Create an FAQ if it’s useful. Link to it in your email.
When standardized test scores soared in D.C., were the gains real? – USATODAY.com
In 2007-08, six classrooms out of the eight taking tests at Noyes were flagged by McGraw-Hill because of high wrong-to-right erasure rates. The pattern was repeated in the 2008-09 and 2009-10 school years, when 80% of Noyes classrooms were flagged by McGraw-Hill.
By Manuel Balce Ceneta, AP
Michelle Rhee, then-chancellor of D.C. schools, visits with J.O. Wilson Elementary third-grader Kmone Feeling last August.
On the 2009 reading test, for example, seventh-graders in one Noyes classroom averaged 12.7 wrong-to-right erasures per student on answer sheets; the average for seventh-graders in all D.C. schools on that test was less than 1. The odds are better for winning the Powerball grand prize than having that many erasures by chance, according to statisticians consulted by USA TODAY.
Kathy Schrock’s – Google Blooms Taxonomy
Useful?
Connected Online Communities of Practice | Connected Online Communities of Practice
The 2010 National Education Technology Plan demonstrates the importance of educators becoming more connected to resources, tools, colleagues, experts, and learning activities, both within and beyond schools. Participation in online communities of practice is a key way educators connect. Robust online participation contributes both to individual excellence and to the vitality of the profession as a whole. The Connected Online Communities of Practice project will steward a scalable, sustainable ecology of online communities in education to improve teacher and leader effectiveness, enhance student learning and increase productivity.
Create Your Model, Your Multi-Dimensional Learning Space
What does it mean to be well-educated in the 21st Century? How does this shift the notion of teaching and learning? What are the core values, beliefs, and methodologies that all classrooms are rooted? These are the core questions schools need to collectively discuss and act upon if they are to fundamentally shift the educational landscape.
SVVSD Learning Ecology
In the St. Vrain Valley School District, our digital learning ecology is comprised of a diverse set of tools that work together to provide multiple methods of communicating, collaborating, creating, and sharing. Deciding which tool is best for your purpose and audience requires a clear understanding of your intended outcomes as well as an understanding of the tools available.
This ecology, like all, is constantly in flux, but the dominant structures remain, ready to be used and shared by all those who find themselves within them. Our goal, in building learning spaces, is to help make spaces for cross pollinating and overlapping communities of interest.
The graphic below is a visual representation of the intersection of purpose and audience and can help build an understanding of where your intended outcomes fit in the continuum.