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Learning, Teaching & Leading Today
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"We’ve [Wikispaces.com] heard from many of you that you’re always looking for more training and professional development resources. We’re excited to share with you some fantastic examples of how educators are using wikis to bring together their professional development resources. We hope they spark your creativity." 
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MOOC = Massive Open Online Course The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.
Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
Topic 1 (Jan 20-Feb. 2): Connected Learning – Tools, Processes & Pedagogy Topic 2 (Feb 3-16): Digital Storytelling – Multimedia, Remixes & Mashups Topic 3 (Feb 17-Mar 2): Digital Literacy – Information, Memes & Attention Topic 4 (Mar 3-16): The Open Movement – Open Access, OERs & Future of Ed. Topic 5 (Mar 17-30): Digital Citizenship – Identity, Footprint, & Social Activism
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"At its core, Google+ Hangouts is simply a souped-up version of video chat. But when it comes to education, it’s so much more than that. It becomes a vehicle for learning, sharing, collaboration, and ideas. Whether you’re an educator discussing learning practices, or a first-grade classroom speaking with an astronaut, Hangouts have seemingly endless possibilities. These are our 50 favorite ways for schools to use Google Plus Hangouts. How do you plan to use this cool tool?" Via Ana Rodera
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"All great teachers do great work. And not only that, but they also do different work. Great teachers are always looking to improve practice, steal ideas and try new things -- all in order to meet the needs of their students. PBL teachers are no exception. Any teacher who is truly doing PBL would also agree that it's different. There is something about being a PBL teacher that requires different work, and work that is especially capitalized when implementing a PBL project. Because I work with so many PBL teachers, I feel there are some things that PBL teachers should specifically be proud of. I present them in these six affirmations."
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"This is my [Ben Wilkoff] introduction for #etmooc in which I use a whole bunch of public domain videos in order to illustrate what I am talking about (sometimes with better results than others).
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"In case you are new to Mind42, here's a quick roundup:
Mind42 lets you create comprehensive mind maps with our fast and simple online mind map editor. To get started simply press the button "Start mind mapping" to the right. For more information you might want to take a look at our user guide. If you have any questions or feedback you want to share with us feel free to contact us."
"In Mind42, "42" is not only the answer to Life, the Universe, and Everything. We pronounce Mind42 as Mind FOR TWO, and the whole word play is not only a reference to Douglas Adams The Hitchhiker's Guide to the Galaxy, but indicates the collaborative character of mind mapping, and brain storming in general. And that's what Mind42 is. A collaborative browser-based online mind mapping tool.
Mind42 allows you to manage all your ideas, whether alone, twosome or working together with the whole world. Mind42 runs in your browser, so no installation necessary for the ultimate hassle-free mind mapping experience. Just open your browser and launch the application whenever and wherever needed."
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An animated highlight of John Seely Brown's Keynote Presentation, "Cultivating the Entrepreneurial Learner in the 21st Century," at the 2012 Digital Media an...
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"Unfortunately, several studies (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Murray, 2012) have indicated that most American teachers do not receive the kind of well-designed teacher professional development common in many other nations. Not only do most U.S. schools continue to rely on fragmented, ineffective one-day or two-day activities, but relatively few learning opportunities for teachers feature either the intense emphasis on content or the collegial work that has been found to positively influence teacher learning, teacher instructional practice, and student learning. Professional development is supposed to contribute to lasting change in the classroom, and when it doesn’t, we waste valuable time and resources and compromise teachers’ trust that time engaged in professional development is well spent. The time and money spent on traditional professional development is frustratingly wasteful. Workshops and conferences can raise awareness and enthusiasm and can impart knowledge, but the opportunities for reflection, collegial discussions, and continued support that are needed to bring about instructional change are rarely provided.
Most U.S. schools lack the structures and/or cultures to support the kind of job-embedded, sustained, collaborative teacher professional learning that leads to real improvements in teaching and learning. A review of the approaches common in high-achieving nations suggests directions that American schools could take to improve teacher learning and thus student achievement."
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