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a 12 lesson series by Rabbi Horowitz for beginners in Jewish insights, released once a month and recorded in The Jerusalem Academy of Jewish Studies
by FabTV
Fundamentals of Judaism
Established in 1816, The Fitzwilliam Museum is the principal art museum of the University of Cambridge. These podcasts offer the chance to learn more about the Museum's treasures, which range from Ancient Egyptian, Greek and Roman antiquities to the arts of the 21st century, with exclusive introductions to exhibitions, interviews with expert curators and previews of Museum events. (This the standard video version of our podcast, suitable for iPods. Elsewhere, an audio-only podcast in mp3 format is available. Please check our website or the iTunes store for alternative versions.)
The Fitzwilliam Museum Podcast
Dieser Podcast richtet sich an Schülerinnen und Schüler der Klassen 7 bis 13. In regelmäßigen Abständen kann man sich einen Audio- und Videopodcast herunterladen und anhören, bzw. ansehen. Im Podcast wird eine mathematische Startidee präsentiert, die zu eigenem Arbeiten anregen kann. Außerdem gibt es auf der Homepage zu jeder Podcast-Folge ein Arbeitsblatt, das die Startidee noch einmal aufgreift. In einem Forum besteht schließlich für die Schülerinnen und Schüler die Möglichkeit, sich über Fragen und eigene Ideen auszutauschen.
Kreativwerkstatt Mathematik Podcast
This channel provides information about SCC's hydraulic and pneumatic automation technology program.
Hydraulic and Pneumatic Automation Technology Program - Spokane Community College
Changing Face of Letterpress:
Professor Phil Baines and Dr Catherine Dixon are freelance designers, writers and both teach typography on the BA (Hons) Graphic Design at Central Saint Martins College of Art and Design.
Phil Baines & Catherine Dixon
On these video pages, the emphasis is on dynamic visual possibilities in active language systems --possibilities that arise from interactions and associations between sights, sounds, and textures, on multiple scales in multiple locations. These visual experiments in poetry are Video POAMS (products of acts of making) that explore what happens when the visual is allowed to extend beyond visible text, and when the page is not required to be paper (though it may still exist that way). The Limited Fork Video Anthology features examples of some of the forms of poetry that Limited Fork Poetics enables and encourages. Look for video poams from student and other practitioners (forkers) of Limited Fork Poetics in this frequently updated podcast. Visit the Limited Fork podcast to learn more about Limited Fork Poetics and to see video poams by the mother of Limited Fork Poetics. And for the the sounds of Limited Fork, visit the Limited Fork Music podcast. Many of the soundtracks from the Video Poams are available at the Limited Fork Music podcast.
Limited Fork Video Anthology
Hören Sie hier die Neusten Podcast-Übungen unserer Studenten an!
SAE Munich Podcast
I. Programs make faster, better educational progress when they're world class scroungers
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Earlier this week I described my mistaken belief that one should pay most attention to the newest ideas, especially if you can create your own idea or phrase, or at least your own wrinkle, and then claim the credit for being first.
The folly of that belief was pounded home for me in 1996. That was the year that Arthur Chickering suggested that we write an article on how to use technology to
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TLT-SWG
A thread in the ASSESS listserv recently turned to questioning the value of collecting comparable data from comparable institutions.
For me, the biggest reason for caution about comparisons may be 'Bowen's Law' (also known as the revenue theory of costs).
Sponsored by the Carnegie Commission on Higher Education, Howard Bowen tested the hypothesis that higher education instruction has a
Using data to compare institutions
Back in the 1960s, 70s, and 80s, I thought technology use powerful tools for active learning, faculty-student contact, student collaboration (and the rest of Chickering and Gamson's seven principles) to leverage a transformation in how students learned. The dimensions of revolution wouldn't stop at seven, of course. For example, words would be joined by images, numbers, and video as media by
What I Once Believed - A Summary
What I Now Believe about Transforming Teaching and Learning (with Technology)
Stephen C. Ehrmann, December 6, 2009
This brief essay summarizes several of the most important and controversial arguments made in a series of blog posts entitled "Ten Things I (no longer) Believe about Transforming Teaching and Learning with Technology." (http://bit.ly/ten_things_table) That original set of things I
Summary of what I now Suggest
AAHESGIT Listserv Retrospective November 21, 1994This Google Doc: http://bit.ly/TLTG-Why-Invest-94RETRO"Why Invest in Info Tech?" How much have/haven't conditions and rationales changed in 15 years? How well are we doing?Below is the full unexpurgated text of a listserv posting from Nov. 21, 1994 - written by the listserv moderator, Steven W. Gilbert.[Thanks again to Chuck Ansorge for keeping
Why Invest in Info Tech in Higher Ed? 1994!
HAPPY THANKSGIVING 2009!
This week, we're discussing a program's foundational technologies for teaching and learning: learning management systems, suites of productivity software, and basic, semi-specialized tools that are widely used such as mathematics software and online databases. Monday's post described a traditional strategy: upgrade these utilities periodically, in order to keep up with, or pass, one's
M. Improve infrastructure conservatively, cumulatively
I once would have agreed that the big job for any chief technology officer is to assess the adequacy of major systems: the foundation on which the faculty teach and the students learn. If it's possible to do the job better now, replace the old systems. If there are important things that people can't yet do, provide new technology to help them do those things. Obviously, if you're going to make
13. Make great leaps forward in technology infrastructure (??)
On Monday, I talked about my belief, as a novice evaluator and educator, that evaluation (and teaching) should be organized around programmatic goals: describe every student should learn, study each student's progress toward those goals, and study the program activities that are most crucial (and perhaps most risky) for producing those outcomes.
After some years of experience, however, first at
Evaluation Methods: Each user is unique. Assess each one first, then look for patterns
It's Monday so let's talk about another one of those things I no longer (quite) believe about evaluation of educational uses of technology. Definition: “Evaluation” for me is intentional, formal gathering of information about a program in order to make better decisions about that program.
In 1975, I was the institutional evaluator at The Evergreen State College in Olympia, Washington. I'd offer
12. To evaluate ed tech, set learning goals & assess student progress toward them (OK but what does this approach miss?)
Earlier, I described some old beliefs about program evaluation. I used to assume that evaluation of TLT had to be summative ("What did this program accomplish? Does that evidence indicate this program should be expanded and replicated? continued? or canceled?"). The most important data would measure program results (outcomes). You've got to wait years to achieve results (e.g., graduating
K. Evaluation should be mainly formative and should begin immediately.
For the next couple weeks, I'll be writing about evaluation of eLearning, information literacy programs, high tech classrooms, and other educational uses of technology.
Actually, I've been commenting on evaluation in many of the prior posts, so let's begin with a restatement of suggestions I've made over the last 2 months in this blog series:Focus on what people are actually doing with help
11. Evaluating TLT: Suggestions to date, and some old beliefs
Today, Oct 16 2pm EDT Home base Web Page
LoginSuppose you are a faculty member teaching an on-campus course that has already begun and suddenly find that you cannot meet with your students for the next 3 weeks. What can you do online that would be better than this "generic assignment"?
Generic AssignmentFor the next 3 weeks, read, watch, reflect/do, and write a paper - based on
Fundamental Question for Massive, Sudden Transition to Online Teaching/Learning
“It just struck me the other day...Life is adversity. That is the meaning of life. We crave adversity. We need to get into trouble and stay in trouble...Teachers who retire go back to teaching because they need to be in trouble again." - Garrison Keillor, “News from Lake Wobegon,” Feb 25, 2008
On Monday, I summarized my former belief that TLT units should teach faculty two things about
J. Support: Teach Faculty to Solve Problems
Interesting post by Phil Long (University of Queensland, TLT Group Senior Consultant, and formerly Senior Strategist at MIT) about how to think about improving teaching and learning (with technology).
I think Phil, Steve Gilbert, and I each have slightly different views about how to proactively improve teaching and learning with technology (TLT) in an academic program. Dramatizing our
Improving Teaching and Learning with Technology-Conflicting(?) Schools of Thought
You can't understand teaching if you ignore learning. And you can't understand either unless you pay attention to the facilities, resources, and tools used to accomplish them: classrooms and computers, libraries and the web, and other such 'technologies.' At one time staff could ignore classrooms, textbooks, and other traditional technologies because the choices were few, and universally familiar
10. TLT support: Why and How
Earlier this week I described my mistaken belief that one should pay most attention to the newest ideas, especially if you can create your own idea or phrase, or at least your own wrinkle, and then claim the credit for being first.
The folly of that belief was pounded home for me in 1996. That was the year that Arthur Chickering suggested that we write an article on how to use technology to
I. Programs make faster, better educational progress when they're world class scroungers
From Steve Gilbert
Part I - a tip Part II - Intro: Tip vs. "Share-Worthy LTA"
I. Tip
Wish you could find an "Undo" button when you use Gmail? Google Docs? Other Google services? Other software?
Sometimes I can and sometimes I can't. Recently I found that pressing the or key AT THE SAME TIME I press the "z" key often works to UNDO whatever just happened, and
Ctrl Z = UNDO ... Share-Worthy Tip?
From Steve Gilbert
Extending impact beyond the event.
An "Open House" can extend faculty sharing beyond the location and schedule of the event itself. What could be done DURING and AFTER the event to enable and encourage MORE faculty members to take advantage of the options offered in that event to improve teaching and learning with technology? To try some of those improvements more than once?
Group Nanovation = Open House?
Monday posts in this series describe things I no longer believe, things that relate to making major improvements in teaching and learning by taking advantage of technology. Here's a big one.
"Our program is unique. And, so far as we know, no one else is yet doing what we propose to do." So far as I know, I am the inventor of that phrase. I coined it in 1977, while writing a grant proposal. Our
9. We are unique. Avoid 'not invented here.' (NOT)
This "Ten Things" series of posts is discussing some counter-intuitive ideas about how technology can enable major, long term improvement in academic programs: improvements in what is learned, who learns, and how they learn.
Such deep programmatic improvements are more likely to develop when most faculty feel that a change is important enough to warrant patient, persistent effort over a period
H. Faculty support for programmatic improvement: The Treblig Cycle
From Steve Gilbert
Have you ever nanovated?
Tried an improvement in teaching/learning with technology - more than once? [Alternative: Tried an improvement once and never again?]
Gotten some feedback about that improvement and changed it? [Alternative: Didn't get any feedback or ignored feedback?]
Helped at least two colleagues make similar improvements - in ways that made
Ever Nanovated?
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TLT-SWG
10/12/2009
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