5 lessons (from all over it seems)

From DSC:
I’m not sure where this originated from, as it seems to be on many sites out there. I just saw this when a family member recently emailed it to me. However, I thought these were 5 great lessons…and surely gives us something to reflect upon.

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5 Lessons

1.  The cleaning lady.
During my second month of college, our professor gave us a pop quiz. I was a conscientious student and had breezed through the questions until I read the last one:

“What is the first name of the woman who cleans the school?”

Surely this was some kind of joke. I had seen the cleaning woman several times. She was tall,dark-haired and in her 50’s, but how would I know her name?

I handed in my paper, leaving the last question blank. Just before class ended, one student asked if the last question would count toward our quiz grade.

“Absolutely, ” said the professor. “In your careers,you will meet many people.  All are significant…they deserve your attention and care, even if all you do is smile and say “hello.”

I’ve never forgotten that lesson.. I also learned her name was Dorothy.

2. Pickup in the rain
One night, at 11:30 p.m., an older African American woman was standing on the side of an Alabama highway trying to endure a lashing rain storm. Her car had broken down and she desperately needed a ride. Soaking wet, she decided to flag down the next car. A young white man stopped to help her, generally unheard of in those conflict-filled 19 60’s. The man took her to safety, helped her get assistance and put her into a taxicab. She seemed to be in a big hurry, but wrote down his address and thanked him.

Seven days went by and a knock came on the man’s door. To his surprise, a giant console color TV was delivered to his home. A special note was attached. It read:

“Thank you so much for assisting me on the highway the other night. The rain drenched not only my clothes, but also my spirits.  Then you came along. Because of you, I was able to make it to my dying husband’s’ bedside just before he passed away…God bless you for helping me and unselfishly serving others.”

Sincerely,
Mrs. Nat King Cole.

3. Always remember those who serve.
In the days when an ice cream sundae cost much less,a 10-year-old boy entered a hotel coffee shop and sat at a table.. A waitress put a glass of water in front of him.

“How much is an ice cream sundae?” he asked.

“Fifty cents,” replied the waitress.

The little boy pulled his hand out of his pocket and studied the coins in it.

“Well, how much is a plain dish of ice cream?” he inquired. By now more people were waiting for a table and the Waitress was growing impatient.

“Thirty-five cents,” she brusquely replied.

The little boy again counted his coins. “I’ll have the plain ice cream,” he said…

The waitress brought the ice cream, put the bill on the table and walked away. The boy finished the  ice cream, paid the cashier and left. When the waitress came back, she began to cry as she wiped down the table.  There, placed neatly beside the empty dish, were two nickels and five pennies.

You see,  he couldn’t have the sundae, because he had to have enough left to leave her a tip.

4.  The obstacles in our path.
In ancient times, a King had a boulder placed on a roadway. Then he hid himself and watched to see if anyone would remove the huge rock.  Some of the King’s’ wealthiest merchants and courtiers came by and simply walked around it.  Many loudly blamed the King for not keeping the roads clear, but none did anything about getting the stone out of the way.

Then a peasant came along carrying a load of vegetables. Upon approaching the boulder, the peasant laid down his burden and tried to move the stone to the side of the road.  After much pushing and straining, he finally succeeded. After the peasant picked up his load of vegetables, he noticed a purse lying in the road where the boulder had been. The purse contained many gold coins and a note from the King indicating that the gold was for the person who removed the boulder from the roadway. The peasant learned what many of us never understand!

Every obstacle presents an opportunity to improve our condition.

5. Giving when it counts…
Many years ago, when I worked as a volunteer at a hospital, I got to know a little girl named Liz who was suffering from a rare & serious disease.  Her only chance of recovery appeared to be a blood transfusion from her 5-year old brother, who had miraculously survived the same disease and had developed the antibodies needed to combat the illness.  The doctor explained the situation to her little brother, and asked the little boy if he would be willing to give his blood to his sister.

I saw him hesitate for only a moment before taking a deep breath and saying, “Yes I’ll do it if it will save her.”  As the transfusion progressed, he lay in bed next to his sister and smiled, as we all did, seeing the color returning to her cheek. Then his face grew pale and his smile faded. He looked up at the doctor and asked with a trembling voice, “Will I start to die right away”.

Being young, the little boy had misunderstood the doctor; he thought he was going to have to give his sister all of his blood in order to save her.

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“Work like you don’t need the money, love like you’ve never been hurt, and dance like you do when nobody’s watching.”

 

Grand Rapids — A Michigan Success Story

A Michigan success story

 

The Semantic Web — Pew Research Center

The Semantic Web — by Lee Rainie, Pew Research Center’s Internet & American Life Project, Janna Quitney Anderson, Elon University

Overview

Sir Tim Berners-Lee, the inventor of the World Wide Web, has worked along with many others in the internet community for more than a decade to achieve his next big dream: the semantic web. His vision is a web that allows software agents to carry out sophisticated tasks for users, making meaningful connections between bits of information so that “computers can perform more of the tedious work involved in finding, combining, and acting upon information on the web.”

Some 895 experts responded to the invitation of the Pew Research Center’s Internet & American Life Project and Elon University’s Imagining the Internet Center to predict the likely progress toward achieving the goals of the semantic web by the year 2020. Asked to think about the likelihood that Berners-Lee and his allies will realize their vision, often called Web 3.0, these technology experts and stakeholders were divided and often contentious.

Some 47% agreed with the statement:

“By 2020, the semantic web envisioned by Tim Berners-Lee will not be as fully effective as its creators hoped and average users will not have noticed much of a difference.”

Some 41% agreed with the opposite statement, which posited:

“By 2020, the semantic web envisioned by Tim Berners-Lee and his allies will have been achieved to a significant degree and have clearly made a difference to average internet users.”

From DSC:
Given the pace of technological change these days, there’s no doubt in my mind that the use of software-based learning agents, learning bots, and/or whatever they may be called in 2020 will be a regularly/commonly-used set of web-based set of tools and experiences by 2020. Such bots will help us locate, connect and synthesize information. No doubt in my mind that will (continue to) happen — the technologies to make this occur will only get better, more accurate, more powerful. Will computers/computing mechanisms be able to get it right every time? No, probably not…but that doesn’t mean they can’t help us a great deal.

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We Can do Better than 1:1 Computing: Making the Case for an On-Demand Ecosystem — from The Clever Sheep

That’s just one reason I’d prefer that children learn and grow in an ecosystem filled with a variety of rich tools, rather than being assigned to a classroom boasting a 1:1 computer ratio.

I like to see the classroom as a learning commons, where individuals can tap into a range of devices to further individual and small group inquiry. In a project-based learning environment, the need for technology should vary widely among both teacher and student learners. Why not frame a classroom around a kit of enabling devices, designing an ecosystem to support the needs of groups and individuals?

From DSC:
This is along the lines of what I’m trying to achieve in the future smart classroom. Allow students to bring in multiple types of communications and computing devices, queue up their media, and then play it for the class.

 
 

The 21st century classroom -- on VOKLE

 

Recording of symposium re: the 2010 Horizon Report

In early April NITLE, the Boston Library Consortium (BLC), and the Northeast Regional Computing Program (NERCOMP) co-sponsored a symposium on the 2010 Horizon Report. Bryan Alexander, NITLE’s Director of Research, led more than 50 people through the 2010 Horizon Report (produced by the New Media Consortium, cosponsored by Educause, ELI). Participants reflected on and responded to trends and issues highlighted by the report as the most critical technologies currently emerging for the academy. We are pleased to share content from the Symposium on the NITLE website (www.nitle.org), and invite you to listen to the audio recording.

The Learning MarketSpace, April 2010
A quarterly electronic newsletter of the National Center for Academic Transformation highlighting ongoing examples of redesigned learning environments using technology and examining issues related to their development and implementation.

What does NCAT mean by Course Redesign?

THE REDESIGN ALLIANCE

AGENDA FOR THE FOURTH ANNUAL CONFERENCE
ORLANDO, FLORIDA | March 28 – 30, 2010

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Lecture Capture: A Guide for Effective Use — from Tomorrow’s Professor blog

References from that posting include:

Bongey, S. B., Cizadlo, G., & Kalnbach, L. (2006). Explorations in course-casting: Podcasts in higher education. Campus-Wide Information Systems, 23(5), 350-367.

Brittain, S., Glowacki, P., Van Ittersum, J., & Johnson, L. (2006). Podcasting lectures. Educause Quarterly, 3, 24-31.

Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing automated capture and access in the classroom. Transactions on Computer-Human Interaction 11(2), 121-155.

Coghlan, E., Futey, D., Little, J., Lomas, C., Oblinger, D., & Windham, C. (2007). ELI Discovery Tool: Guide to Podcasting. Retrieved from http://www.educause.edu/ GuideToPodcasting/12830

Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-399.

Dale, C. (2007). Strategies for using podcasting to support student learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(1), 49-57.

Dey, E. L., Burn, H. E., & Gerdes, D. (2009). Bringing the classroom to the Web: Effects of using new technologies to capture and deliver lectures. Research in Higher Education, 50(4), 377-393.

Duke University Center for Instructional Technology. (2005). Duke University iPod First-Year Experience

Final Evaluation Report 2005. Retrieved from http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf

Edirisingha, P., & Salmon, G. (2007). Pedagogical models for podcasts in higher education. LRA/BDRA demonstration file, conference pre-print copy. Retrieved from http://www2.le.ac.uk/projects/impala

Evans, C. (2007). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50, 491-498.

Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool to facilitate good practice in higher education. Computers & Education, 53, 385-392.

Flanagan, B., & Calandra, B. (2005). Podcasting in the classroom. Learning & Leading with Technology, 33(3), 20-25.

Harrity, M. B., & Ricci, A. (n.d.). How course lecture capture can enhance student learning. Retrieved from http://www.wpi.edu/Academics/ATC/ Collaboratory/News/NERCOMPHandout.pdf

Kim, J. (2009). Capturing lectures: No brainer or sticky wicket? Educause Research Bulletin, 2009(24), 1-10. Retrieved from http://www.educause.edu/Resources/ CapturingLecturesNoBrainerorSt/192206

Lane, C. (2006). Podcasting at the UW: An evaluation of current use. Retrieved from http://catalyst.washington.edu/research_development/papers/2006/ podcasting_report.pdf

Lewis, J., Coursol, D., & Khan, L. (2001). College students@tech.edu: A study of comfort and the use of technology. Journal of College Student Development, 42(6), 625-631.

Lund, C. R. F. (2008). Moving lectures out of the classroom to make room for learning [PowerPoint slides]. Retrieved from http://www.ubtlc.buffalo.edu/ workshops/handout.asp?titleID=170&eventID=639

McKenzie, W. A. (2008). Where are audio recordings of lectures in the new educational technology landscape? In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/mckenzie-w.pdf

Nagel, D. (2008, September). Lecture capture: No longer optional? Campus Technology. Retrieved from http://www.campustechnology.com/Articles/2008/09/

Pinder-Grover, T., Millunchick, J. M., & Bierwert, C. (2008, October). Work in progress: Using screencasts to enhance student learning in a large lecture material science and engineering course. Proceedings of the 38th IEEE/ASEE Frontiers in Education Conference. Saratoga Springs, NY. Retrieved from http://fieconference.org/fie2008/papers/1362.pdf

Pinder-Grover, T., Millunchick, J. M., Bierwert, C., & Shuller, L. (2009, June). The efficacy of screencasts on diverse students in a large lecture course. Paper presented at American Society for Engineering Education, Austin TX. Retrieved from http://soa.asee.org/paper/conference/paper-view.cfm?id=11305

Soong, A. S. K., Chan, L. K., Cheers, C., & Hu, C. (2006). Impact of video recorded lectures among students. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), Who’s learning? Whose technology? (pp. 789-794). Sydney, Australia: Sydney University Press.

Veeramani, R., & Bradley, S. (2008). U-W Madison onlinelearning study: Insights regarding undergraduate preference for lecture capture. Retrieved from http://www.uwebi.org/news/uw-online-learning.pdf

Vogele, C., Garlick, M., & The Berkman Center Clinical Program in Cyberlaw. (2006). Podcasting Legal Guide. Retrieved from http://wiki.creativecommons.org/Podcasting_Legal_Guide

Winterbottom, S. (2007). Virtual lecturing: Delivering lectures using screencasting and podcasting technology. Planet, 18, 6-8.

Young, J. R. (2008, January 25). YouTube professors: Scholars as online video stars. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/YouTube-Professors-Scholars/22847/

Zhu, E., & Kaplan, M. (2011). Technology and teaching. In M. Svinicki & W. J. McKeachie (Eds.), Teaching tips: Strategies, research and theory for college and university teachers (13th ed., pp. 235-366). Belmont, CA: Wadsworth, Cengage Learning.

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Lecture capture: A guide for effective use — from Tomorrow’s Professor Blog

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Bill Gates’ college tour

Bill Gates' college tour

“I’m most looking forward to my conversation with students about how we can get more of the world’s brightest people to focus on the world’s biggest challenges, like poverty, global health, education, energy and climate change.”

“Unlike my past college tours, you’ll be able to watch and participate in the tour even if you can’t be there in person. From the Gates Notes and other web locations you’ll be able to watch live webcasts of the talks at UC Berkeley and Harvard via Ustream. The talks will also simulcast live on TechCrunch (UC Berkeley, 4/19) and Mashable (Harvard, 4/21). I’ll tweet more details about the live webcasts next week and will be active on Twitter throughout the tour via @BillGates. You can also learn more by checking out the college tour section of the foundation’s Facebook page.”

 
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Internships.com

http://www.scholarshippoints.com/pro/internships/

60 presentations from SXSW on SlideShare

South by Southwest 2010 -- presentations on SlideShare

Also see:
http://sxsw.com/

 
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