Tuesday, January 03, 2012

PeteSearch: What the Sumerians can teach us about data


Please read the post linked and think about the data we collect on students.
How can we make grading a more neutral act?
How do we convince others that they do not have the power or should not have the power?
How is the data I collect corrupting me?
How is the data our schools collect corrupting them, and in the process making them less valuable?
How do we be more open that all data collected has it base in subjective humanity?
Do we regularly look over the data we collect and try to find where it is giving us bogus information?
(Via Nat Torkington )

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Friday, November 18, 2011

The Physics of Osmos Contest « The Physics of Osmos

Welcome to the Physics of Osmos Contest!

Students in grades K-12 are invited to explore the endless physics embedded within the beautiful game Osmos.
Create a one-minute video illustrating the physics concept that you discover in the game. The top student entry will win a $500 gift card to The top three runners up will also receive prizes.


To submit your entry, follow the instructions below.

  • Download and install the Osmos free demo. (Or purchase Osmos from the App Store.)

  • Experiment with your gameplay to illustrate physics concepts using Osmos as your virtual lab.

  • Review the official contest rules

  • Create a video illustrating a physics concept.
    (If you want to record your screen, try Jing or ScreenChomp)

  • Upload your video to YouTube, Vimeo, or

  • Complete the submission form by 11:59 PM PST. December 18, 2011.

Winners will be announced on December 25.

A good friend of mine came up with this contest idea. I think this will motivate a certain type of physics student. Give it a try.

By the way this idea is part our ongoing conversation around the question, what would a compelling online physics course look like. Lots of questions and no answers yet.

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Wednesday, June 29, 2011

Compelling Technology: Cell Phone Camera


I was in school for a few hours Monday and stopped by an art class that is going on in the morning for four weeks in the summer. We are a one to one MacBook district but in the summer we take the laptops in for re-imaging. So when I walked into the art room and saw a cell phone picture turning into art I smiled and took this picture. You cannot hold back compelling technology.

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Wednesday, May 18, 2011

Using Google Docs in 3rd Grade: A Road Map To Curriculum Mapping

I love this post and it reminded me to put in print some thoughts that have been floating around in my head. To me this post is what curriculum reporting and mapping must look like in 2011. It is an example on two levels. First, Jeff's post is reporting. He has gathered curricular data, commented on it and published it for any interested party to see. Second, and perhaps most important, the teacher by having class has produced both a map of her curriculum and a transparent ability to see what is happening. All this and the map and transparency were done by the students.

I have done a lot of work over the years in the name of curriculum. Some of it has remained unused by anyone. For years my map was a list of topics with chapters and investigations hand written on one sheet of paper. I feel like in 2011 our curriculum maps need to be open, transparent, available, flexible, and living. Most importantly they need to seem useful to all participants: students, teachers, administrators, parents, politicians and the public.

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Monday, May 16, 2011

What is the scaffolding for learning in public? | Beth’s Blog


Here is another piece of the puzzle for curriculum tracking. I loved this blog about working in the open, and it has tons of valuable links in it to examples. If everyone involved in schools was open with their work like this then we would all be building our curriculum maps as part of the process of what we do.

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Monday, March 07, 2011