See on Scoop.it – Integrative Medicine
Let’s Walk
by Paul SalopekHerto Bouri, Ethiopia, 10°17’12” N, 40°31’55” E
Come, come, whoever you are.
Wanderer, worshipper, lover of leaving.
It doesn’t matter.
Ours is not a caravan of despair.
Come, even if you have broken your vowA thousand timesCome, yet again, come, come.
— Jalal ad-Din Mohammed Balkhi (Rumi)
What better way to start this journey than a quote from Rumi.
See on Scoop.it – Integrative Medicine
Paul Salopek
Walking is falling forward.
Each step we take is an arrested plunge, a collapse averted, a disaster braked. In this way, to walk becomes an act of faith. We perform it daily: a two-beat miracle—an iambic teetering, a holding on and letting go. For the next seven years I will plummet across the world.
Journalist Paul Salopek embarks on a seven-year global trek from Africa to Tierra Del Fuego, following in the footsteps of our restless forebears.
This amazing adventure has been underway for about a year. Salopek expects to walk in the DNA footprints of our ancestors for for seven years.
Amazing.
See on ngm.nationalgeographic.com
See on Scoop.it – E-Learning and Online Teaching
A teacher in Massachusetts who has spent more than a quarter century in the classroom is drawing attention after she quit her job over her growing frustration with the school system’s emphasis on standardized testing.
Because of “so many things that pulled me away from the classroom and fractured my time with the children,” kindergarten teacher Susan Sluyter quit last month.
“It takes the joy out of learning for the children,” she told TODAY. “It takes the joy out of teaching.”
I left the classroom at the end of the ‘Nation at Risk’ era. I was fed up with top down mandates that put kids learning low on the priority list.
I dodged the NCLB freight train and have retained my teaching spirit while working online for more than a decade.
See on www.today.com
See on Scoop.it – E-Learning and Online Teaching
See on pages.uoregon.edu
See on Scoop.it – E-Learning and Online Teaching
Guidelines for effective online discussions
This resource will help you, as an instructor, consider many factors that contribute to a successful implementation of online discussion in your course.
Variation and incremental development
Not every suggestion provided in this resource will fit every situation. You’ll need to find what works best for your students in the context of your course; an iterative approach will likely be necessary in order to meet your learning goals. Variables like class size and personality, scheduling, and topic might require adjustments. A group with a sense of community established through in-class interaction might seamlessly continue discussions online, while another groups might require more attention.
Solid guidelines backed up with a good works consulted list from Chad Shorter at UW-Madison.
See on academictech.doit.wisc.edu
See on Scoop.it – E-Learning and Online Teaching
…cutting-edge learning environments that allow learners to be self-directed are where it is at. I sense a mountain of resentment when I’m told to learn something, to use ONE technology (e.g. paper-n-pencil, computer, iPad, whatever) but when I’m invited to explore, to make my own connections with a text, with ideas, I’m inclined to blog it, to curate content, to do more with various devices.
I can learn anything I want to learn… Pinned on the wall above my computer.
See on www.mguhlin.org
See on Scoop.it – 21st Century Information Fluency
February 27, 2014
Social bookmarking is an online phenomenon that has seen the light in the last few years particularly with the outburst of web 2.0 technologies or what author Will Richardson calls the read/write web. To put it simply, a social bookmarking service is a web tool that allows you to not only bookmark web documents (as traditional bookmarking did) but also to annotate, edit, tag and share them with others. Social bookmarking can also be a collaborative endeavour in which a group of users share links with the same tags.
See on www.educatorstechnology.com
