Friday, October 31, 2014
Thursday, October 30, 2014
Rand Dems Enemy Number 1
Religious Slaughter
Wednesday, October 29, 2014
10 Catholic Facts Against the CommonCore
Tuesday, October 28, 2014
Most and Least Religious Colleges
Week 2, Assignment 2: https://courses.edx.org/courses/MITx/11.132x/3T2014/
What is the ideal society?
And, how would you build it if you had the chance?
The students will be challenged to build their own civilization in the first part of the course using Sid Meier's game, Civilization. In the second part of the course the class will transition to "Reacting to the Past," a role-playing game which recreates the threshold of democracy in Athens in 403 B.C.
Humanities classes focus on learning about cultures but why not provide students with the means to try and build one themselves? What is ideal way to govern? Should leaders control the people? Should the people do anything they want? How do you balance social vs. individual needs? Can your civilization survive? Can it thrive? How will you mediate conflicts within your civilization?
Democracy is one of the options to govern in Civilization and students will experience first-hand its drawbacks and its advantages. They will have to decide if it works or not in practice. As stated by Winston Churchill:
"Many forms of Government have been tried, and will be tried in this
world of sin and woe. No one pretends that democracy is perfect or
all-wise. Indeed it has been said that democracy is the worst form of Government except for all those other forms that have been tried from time to time."
(House of Commons, 11 November 1947, http://richardlangworth.com/worst-form-of-government)
The challenge for students is to understand how democracy actually works out in practice. The game will allow them to consider the topic of governing a population and teaching civilization and democracy so that students understand history and the need to balance individual vs. social needs.
This is a challenging area since students are working all day, have families, and many other adult responsibilities. It is difficult to convey the humanities material without directly involving them and providing a vehicle for them to learn. Many of our students have attended college previously and it did not work for them. Nonetheless, the mission of the University is to make high quality post-secondary education accessible to adults of diverse backgrounds and is organized around three primary goals: Educational Access, Academic Quality, and Student Success. In our University, we have to be conscious of how traditional androgyny does not always motivate our first-generation college students. Also, we also have a certain percentage of active duty military students or retired military who would find the gaming aspect, and the role-playing course work more involving. The curriculum must be innovative, relevant, and engaging for students. The University is investing in enhancing teaching and learning with technology. New technologies are integrated to enhance student learning, student engagement, and relevancy to the workplace.
I will provide a brief description of how I plan to address the learning challenge. As I understand it, that is the next step of the process. Classes meet for four hours in the evening between 6 - 10 pm. Most of the students have put in a full day of work already before attending class and have numerous other adult responsibilities. Thus, the classes need to be dynamic, and engaging. I can schedule classes in a computer Lab thus the proposal is realistic and should work well on campus.
As described, my pitch has included a brief, concrete description of a situation in which learning is challenging for a number of reasons: full-time working adults, active military, or ex-military adjusting to civilian life, coupled with lengthy 4-hour session classes which can be held in a computer lab. The nature of the content is difficult enough in traditional short session classes, and often students do not obtain actual experience in building a civilization but they just read about it. In my case, I have taught in a wide variety of settings, K-12, traditional college age students, weekend college students, and at my present position which leads me to conclude that this project will go over well.
Relevant Academic literature, news articles, etc., will be listed
COURSE DESCRIPTION/PRINCIPAL TOPICS
This course introduces students to the idea of civilization from its origins in the late Bronze Age to the Renaissance with special focus on Athenian democracy. The course will be introduced with Civilization, a gaming accessory to illustrate the issues of balancing governance, social demands, defense, and a myriad of issues brought on with organizing a society. Thereafter, the class will transition to “Reacting to the Past,” a role-playing game to enable students to relive important intellectual debates in a specific historical moment. With The Threshold of Democracy: Athens in 403 B.C., students will draw on Plato’s Republic as well as on excerpts from Thucydides’ History of the Peloponnesian War, and other contemporary sources to debate the Reconciliation Agreement between Athens and Sparta after nearly three decades of war (431-404 BC). Topics may include: Homeric poetry; Greek religion; from Dark Age to city-state, 900-600 B.C.; Herodotus and the Persian Wars (490–479 B.C.); Freedom and imperialism: the Athenian Empire; Athenian democracy and society; Attic drama; Thucydides and the Peloponnesian War (431–404 B.C.); Radical ideas and radical reactions; Socrates and Plato. By examining democracy at its threshold, the game provides the perspective to consider its subsequent evolution.
STUDENT LEARNING OUTCOMES
Students will:
1. Explain how key social, cultural, and artistic contributions contribute to historical changes.
2. Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
3. Identify major historical developments in world cultures during the eras of antiquity to the Renaissance.
4. Identify and describe key artistic styles in the visual arts of world cultures during the eras of antiquity to the Renaissance.
5. Identify and describe key literary works, styles, and writers from world cultures during the eras of antiquity to the Renaissance.
6. Explore the presence of cultural parallels between the world’s cultures.
7. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
8. Use technology and information resources to research issues in the study of world cultures.
9. Write clearly and concisely about world cultures using proper writing mechanics.
10. Demonstrate their
knowledge
of basic literary, philosophical, social, and cultural
developments
that affect the interpretation of texts, artifacts, and historical events.
11. Develop strategies on
how to read and/or interpret
literary
texts and artifacts from the
ancient world,
such as art objects, material remains, monuments, inscriptions, and so on.
12. Appraise information in
primary sources
so as to
appreciate the values of the ancient
Greek culture.
13. Distinguish the
different theoretical approaches in evaluating primary sources from the
ancient Greek world.
14. Create and Role
-
play a character based on primary sources, representing key positions,
as outlined in
the Student Reader.
15. Engage
in debate through
improvisation and composition of consistent, historically
accurate and carefully argued speeches.
Master List assignment
Civilization is a game created in the 1990s by Sid Meier. There is an article on Wikipedia but fans have created sites as well.
Assignment 2.2: The Problem Pitch
INTRODUCTION
This assignment is the first in a series that will result in your course-long project. At the end of the course you’ll have a “product pitch” for a well-designed and pedagogically-sound educational technology. The first step, what you’ll do in this assignment, is to identify the problem you would like your project to address. From there, you’ll go about incorporating all the elements of a good learning tool, resulting in your final pitch.WHAT TO DO
To start, identify a learning challenge - something that’s hard to teach or hard to learn, and which might benefit from additional resources and alternate approaches. You should have some experience or source that can back up your assertion that there is a need there. In ed tech, we always try to start with the problem and figure out what technology or design would best address the need.For example, you might choose high school biology if you have been reading about the lack of students interested in STEM careers. Or even better, you might get more specific and choose the topic of DNA replication if you have a teacher friend who has told you about where and how students struggle with those concepts.
Next, craft it into a “problem pitch” which describes the topic and setting, who the learners are, why it’s so challenging, and why it’s important. The pitch should include a brief, concrete description of a situation in which learning is challenging for any number of reasons. Articulate the reasons as best you can. Is it hard because of the nature of the content, the context in which it’s taught, or common misconceptions? Add credibility by grounding your assertions in some evidence, which could include personal experience, observations of your own learning, your classroom, relevant academic literature, news articles, etc.
Your pitch is focused on the initial idea and by nature probably doesn’t have any fancy visuals. So this assignment will most likely consist of less than a page of text, perhaps with a few links to support your points.
FEEDBACK CRITERIA
Although there is no need for a formal rubric in this assignment, these are the areas you should evaluate and respond to for each problem pitch you review:- Does the pitch clearly state the topic to be covered?
- Does the pitch describe the setting and/or who the learners are?
- How well does the pitch explain why this area is challenging? How strong is the evidence provided?
- What other insights, if any, can you provide that would help your classmate refine or develop their focus?
DUE DATE
Technically the only due date is to submit this assignment by the end of the course. However, to get the benefit of peer feedback, we stronly suggest you submit it by the end of Week 2: October 28th. After that time the majority of course participants will be moving on to Week 3 work and won't be focused on this specific topic.DELIVERY FORMAT
In week 1 you turned in your assignment through the Peer Review tool. This week you will still get feedback from your peers, but in a less formal way. Each of you will post your pitch to the forums where it will hopefully generate some discussion. Once you post your pitch, please read through at least 3 other students’ pitches and comment on them. This way if people are drawn to topics they have experience with, the person writing the pitch can benefit from that expertise and use their classmates as a resource as they develop their idea.What is Learning?
Activity Break: Learn to Juggle
Monday, October 27, 2014
Liberty Kids Shake Up Republican Party
Sunday, October 26, 2014
Americans Get $2 Trillion in Goodies for 2013
Saturday, October 25, 2014
Peace and Liberty Plurality
Friday, October 24, 2014
Thursday, October 23, 2014
Wednesday, October 22, 2014
Islamicizing Schools
Tuesday, October 21, 2014
Assignment 1, Design and Development of Educational Technology, Iconoclast1967
http://youtu.be/fitTn23tFTU
Iconoclast1967
Rubrics
Very knowledgeable about chosen current technology and provided an insightful and in-depth analysis.
Very knowledgeable about chosen earlier technology and provided an insightful and in-depth analysis.
Thoroughly described the differences and similarities
between the two technologies and used each to highlight aspects of the
other.
Utilized multimedia and technology in a creative and inspiring but also relevant presentation format.
My goal is to express myself knowledgeably about current technology in order to provide an insightful and in-depth analysis of both current technology, and older technology. In terms of the older technology I want to consider 8mm films and in so far as the new technology is concerned, a website: iCivics. The civics game has as its goal to provide a fun and educational experience for the next generation of citizens. They want to demonstrate that participation is important and they promote the ideas of democracy. Although the age range is essentially K-12 they do seem to overlook some of the intricacies and complexities of the actual government. For example, the three branches of government are not precisely three equal branches currently. I would have preferred that they demonstrated the concept of the Imperial presidency and how the two other branches, the legislative and the judicial, have been superseded.
The student has some choice however and can move through various aspects of the site at their own pace and by choice. The site does seem to favor the view that participatory democracy is the ideal political state. Not surprisingly, it has been endorsed to promote Common Core principles as funded by Bill Gates. The site states:. "Overview:The Next Generation Learning Challenges (NGLC) initiative, provided grants to 19 organizations for implementing proven and emerging technology-enabled instructional and assessment materials to improve students’ mastery of Common Core-aligned content for grades 7 through 9." In addition, the "Bill & Melinda Gates Foundation contracted with the nonprofit research institute SRI International for an independent evaluation of the NGLC Wave II grants." Along these lines, one other site examined, the Khan Academy, also complies with the politics of Common Core: "We're working hard to ensure our math content rigorously and comprehensively covers the Common Core Standards, a set of math standards that most of the states in the U.S. have adopted." In short the iCivics site is a very engaging site in that the design is clean and clear and indeed bright colors and interesting graphics are sprinkled throughout. The student will learn because not only are they memorizing facts and reading they are actually experiencing the dynamic process of democracy. They state their intention clearly enough: "democratic action," which is code for progressive politics.
What do you think are some of this technology’s goals?
The goal of the technology is to allow the student to manipulate the data in such a way that they actually understand the promoters of the living Constitution and the progressive ideals advocated by the organizers. In the exercise to Know Your Rights clients come in to interact with the lawyer who may or may not have the expertise needed and then go to trial: it's an interesting approach.
What does the user “do” when s/he uses the technology?
The student may choose four main exercises in which they have to interact and think through the issues within that module. It means they have to think while making decisions based on their understanding of the Constitution.
Does the technology direct the learner toward a specific goal or is it more open-ended?
The learner is directed towards participatory, direct action progressive politics. It is similar to the Greek notion of direct democracy, as the Founders had written a Constitution to head off such a direction.
How does it seek to engage and/or motivate the learner?
The learner is engaged and motivated by moving through various modules. The student is given a semblance of choice in that they could move from preselected silos and categories of thinking.
How might the learner learn from it?
The learner might see themselves as oppressed (Pablo Freire) and the learner may raise their consciousness. The designers of the site seemed to intend that the learner understand that activism is the route to pursue.
Who was/is its intended primary audience?
The audience of the older technology was school-age in high school kids. I will anticipate part three by contrasting it with the newer technology.
The intended primary audience of young people are those without a knowledge about American history and a constitutional background. There is no discussion of America as a Republic, or a description of the Res Publica.
What were/are its goals?
The older technology had as its goal to stimulate thought and to encourage conversation and discussion
The new technology goals are to be engaging and relevant while acquainting a student with the living Constitution as one that can be interpreted and expanded upon.
Based on your personal experiences with it, did the technology meet its goals? Why or why not?
Yes, the older technology met its goals because it is very memorable even after several decades.
Yes, the new technology meets its goals in that it is well-designed, attractively arranged, and well laid out to involve a younger, impressionable student to enjoy.
Did it have other potentially unintentional effects (either positive or negative)?
The older technology had unintentional effects in that it was bombastic and it turned some students off.
Insofar as the new technology is concerned the following is one of the more intriguing passages in the game. The game actually shows you how to violate the Constitution of the United States of America. It is an unabashed appeal to the unbridled use of tyrannical power. The site states:
"Do you like running things? Branches of Power allows you to do something that no one else can: control all three branches of government! You'll have the power to write any laws you want about issues you choose. Careful, though, there's a lot to juggle when you're playing all three branches. Good luck!"
There is no instructive background to explain a figure like George Washington for example who actually refused the title of Excellency. It appears to take the history out of its context and with no readings or learning objectives that have to do with the times and the culture of the day it is difficult to really grasp why the Founders wrote the document that they did.
Are their approaches similar or divergent?
The approach of the older technology is to provoke thought and enjoyment because films in the old days were technologically challenged but very exciting for the day and age. At this time the newer technology is striving to keep up with the better produced more highly commercial products that students have access to already.
Pick one aspect of the experience across both technologies and contrast them.
One aspect of the experience across both technologies can be contrasted since the older technology, although not technologically sound, provoked a great deal of excitement and expectation among students. The newer technology by contrast does not enlighten and inform. It appears to titilate but not engender fun and the joy of learning and reading seems missing.
How do they compare? Did you find one more engaging? More thought-provoking? More memorable? More playful or structured? More motivating?
They compare in the sense that both want education to be fun. The older technology involved us because it was something very different and out of the ordinary. The newer technology is something that kids experience every day because they've grown up with and have been surrounded by technology. There's no question that the newer technology is more engaging in that the older technology was a more passive medium. We were excited by it since we really had to socialize and discuss the content to make sense of it. But considering the question of which is more thought-provoking I think you can still make a case for the older technology. I have retained the memories of Mr. Deeds and those history classes over several decades but I doubt if students today will remember technology in the same way after several decades. The older technology is more memorable because it really stood out in a day when there was much less technology. It was really something out of the ordinary. I think the newer technology is both more playful and more structured and does not allow for the freedom of thought as the older technology did. You also do not interact and socialize in the new technology. In the older technology there are no limitations of thought. You were free to think of the material as you saw fit including as I suggested in my video presentation. Some students simply laughed at how ridiculous the propaganda was. The newer technology is more structured in that there are silos of thought confining the student to certain pathways to learn. In the case of motivation they probably are just about equal in that the older technology allowed students to think what they wanted. The newer technology motivates students to be activists.
Why do you think this is the case for you? Is it likely the case for other users as well?
I see the technology as I do more simply because of the culture of the time and my age. The country is much different and therefore what is most likely be the case is that other users will have a very different experience.
What other differences or similarities struck you about these tools?
I found the older technology more engaging in that it is open-ended. Contrast the more narrowly focused iCivics site. The student has only one of four areas: Lawcraft, Election Resources, One Big Party?, or Citizen Me. What if the student had other ideas about civics? There are only four choices to pick from. If you pick Lawcraft for example, you can only be a Democratic or a Republican. Thus, you only have two choices. The student may pick from numerous characteristics to advocate within the confines of those two parties. The provided definition of liberty is misleading. In politics, liberty is freedom from government coercion; however, in the game, it is defined as "people have the freedom to do things that they want to do." Generosity is defined that "the government is providing large benefits or services to citizens." Can non-government NGOs be generous? Perhaps institutions such as churches, synagogues, or non-profits are providing benefits or services too. The difference, not mentioned in the game, is that government is collecting taxes first. The NGOs are simply generous.
Common Core References
Lawcraft and the Annenberg Foundation
To be posted:
March 28, 2015
Liberty Beats Common Core
https://blogsmithconsulting.blogspot.com/b/post-preview?token=xBPhNUkBAAA.90JQYy3n40_pLZzMVQvqMA.z9qg37U9oJCeIFdKJU0J6Q&postId=889523697381562301&type=POST
March 24, 2015
Rare to Common Core: College Degree Over 40 Years
January 29, 2015
How to Make Math Hard: Common Core
Harder Math Harder Subtraction
December 31, 2014
Conform Common Core
December 22, 2014
Governor Jindal Sues Feds Over Common Core
November 30, 2014
Common Core History Nonsense
Enochs High School principal Deb Rowe in charge in California, social studies teacher Janeen Zambo read from a breakup note to the students ab Nonsense
October 29, 2014
10 Catholic Facts Against the CommonCore
http://www.cardinalnewmansociety.org/Portals/0/Mail/Renewal%20Report/pdf%20for%20web%20Final.pdf
Media Fawned Over Common Core
http://blogsmithconsulting.blogspot.com/2014/10/media-fawned-over-common-core.html#axzz3GoFkxdc0
Common Core Promotes Islam
American Common Core Pro-Islamist
Read more: http://blogsmithconsulting.blogspot.com/2014/10/common-core-promotes-islam.html#ixzz3GoG5thci
Common Core Toxic
http://www.theblaze.com/stories/2014/07/04/public-school-teacher-has-some-harsh-words-for-common-core-and-the-toxic-culture-of-education/
PA Against Common Core
http://blogsmithconsulting.blogspot.com/2014/08/common-core.html#axzz3GoFkxdc0
Iowa Ditches Common Core
http://blogsmithconsulting.blogspot.com/2014/08/iowa-ditches-common-core.html#axzz3GoFkxdc0
Catholics Battle Church Officials Against Common Core
http://www.theblaze.com/stories/2014/06/18/catholic-parents-clash-over-common-core/
10 Reasons to Oppose Common Core
http://youtu.be/na-JmnHdlZw
Common Core Data Collection of Every Child
http://www.breitbart.com/Big-Government/2014/05/22/Study-New-Technology-Development-Pushed-By-Feds-Allows-For-Data-Collection-on-Every-Child
Read more: http://blogsmithconsulting.blogspot.com/2014/05/common-core-data-collection-of-every.html#ixzz3GoHHhbNk
Common Core Motivator: White Privilege
http://newsbusters.org/blogs/tom-blumer/2014/05/21/teacher-involved-common-core-development-my-white-privilege-motivated-me http://www.theblaze.com/stories/2014/05/22/listen-to-the-audiences-reaction-when-teacher-reveals-why-he-helped-write-common-core/
Common Core Government Propaganda
https://mobile.twitter.com/ColetteMoran/status/395967716382629889/photo/1
Feds Threaten Indiana Over Common Core
http://www.theblaze.com/stories/2014/05/07/federal-govt-issues-warning-to-state-that-wants-to-opt-out-of-common-core/
Comedian Comes Out Against Common Core, Standardized Testing – See If You Can Get the Answers to His Kids’ Homework
http://www.theblaze.com/stories/2014/04/28/when-the-famous-comedian-who-once-said-i-really-love-barack-obama-says-this-about-common-core-it-makes-news/
Read more: http://blogsmithconsulting.blogspot.com/2014/04/comedian-comes-out-against-common-core.html#ixzz3GoHnA0a6
Another Common Core Progaganda Site
opened.io
Common Core Opponent Suspended
http://blogsmithconsulting.blogspot.com/2014/04/common-core-opponent-suspended-for.html#axzz3GoFkxdc0
Teacher Tearfully Describes Bullying and Intimidation She Suffered for Opposing Common Core
Speaking before the Missouri Senate Education Committee, Susan Kimball said she has been “strongly discouraged from saying anything negative about Common Core by my administration and some school board members.”
Read more: http://blogsmithconsulting.blogspot.com/2014/04/teacher-tearfully-describes-bullying.html#ixzz3GoIpTjSx
http://blogsmithconsulting.blogspot.com/2014/04/teacher-tearfully-describes-bullying.html#axzz3GoFkxdc0
SAT Dumbing Down for Common Core: Gov't to Put Companies Out of Business
SAT test prep companies out of business and aligning the test to the Common Core Read more: http://www.politico.com/story/2014/03/sat-test-prep-makeover-104291.html#ixzz2v81LnhTc
Read more: http://blogsmithconsulting.blogspot.com/2014/03/sat-dumbing-down-for-common-core-govt.html#ixzz3GoIxbi2K
Common Core Principal Against Common Core
http://nepc.colorado.edu/author/burris-c-c
Click the "play" arrow for the Common Common Core audio report
Common Core audio report http://www.grassrootsaction.com/201105/offer.asp?Ref_ID=25183&p=1&CID=201107&RID=41539123 See more at: http://www.grassrootsaction.com/201105/offer.asp?Ref_ID=25183&p=1&CID=201107&RID=41539123#sthash.v8WrYqgf.dpuf
Read more: http://blogsmithconsulting.blogspot.com/2014/03/click-play-arrow-for-common-common-core.html#ixzz3GoJBcZLj
Common Core, Wrong
http://blogsmithconsulting.blogspot.com/2014/02/common-core-wrong.html#axzz3GoFkxdc0
Panelist at Podesta Think Tank on Common Core: 'The Children Belong to All of Us' - See more at: http://cnsnews.com/news/article/penny-starr/panelist-podesta-think-tank-common-core-children-belong-all-us#sthash.g7hUMfGo.dpuf
Read more: http://blogsmithconsulting.blogspot.com/2014/02/panelist-at-podesta-think-tank-on.html#ixzz3GoJRWMxV
Catholic is Our Core, Not Common
Catholic Schools Standards Project known as the Common Core Catholic Identity Initiative (CCCII)
http://www.cardinalnewmansociety.org/CatholicIsOurCore/CatholicIdentityConcerns.aspx
http://ohioansagainstcommoncore.com/2013/08/catholic-school-parents-your-revolt-is-way-overdue/
http://www.ncregister.com/daily-news/common-core-commotion-is-new-curriculum-catholic-school-friendly/
http://www.cccii-online.org/images/Resources/CCCII_Project_Overview_Ozar_June_2012.pdf
http://www.catholicschoolstandards.org/
http://www.cccii-online.org/images/Resources/Guidelines/CCCII-Guidelines-01-15.pdf
http://www.ncea.org/events/common-core-catholic-identity-initiative-conference
Read more: http://blogsmithconsulting.blogspot.com/2014/02/catholic-is-our-core-not-common.html#ixzz3GoJXPfty
FreedomWorks Common Core Course
Course: Activist Involvement: Common Core
Read more: http://blogsmithconsulting.blogspot.com/2014/01/freedomworks-common-core-course.html#ixzz3GoJdQir9
Fed-Up Mother Tackles Common Core in Viral Video: ‘Parents Have No Voice’
Karen Lamoreaux, an Arkansas parent who appeared in a viral video tackling some of the issues associated with the Common Core, appeared on the Glenn Beck Program Wednesday to discuss the “dumbing down of American kids.”
Read more: http://blogsmithconsulting.blogspot.com/2014/01/fed-up-mother-tackles-common-core-in.html#ixzz3GoJkWDGl
Part 1: Current Technology
Peer 1
Excellent analysis
Peer 2
Wait, was a new technology described?
Part 2: Earlier Technology
Peer 1
Movies were mentioned but not described. How were they used in the classroom? I liked the part where you talked about your personal connection to classroom movies.
Part 3: Comparative Analysis
Peer 1
It was a well written and in depth analysis between the two technologies.
Peer 2
If this was in there, I didn't see it. But then, maybe I totally missed the earlier tech?
Presentation & Communication
Peer 1
It was fun and flashy to do a movie. I expected to be really engaged, so you had that going for you. However, the message was lost, especially at the end. I wasn't even sure if you were trying to slip in some messages against some world ideologies.
I enjoyed reading your Then and Now submission.
Obama Record: 11 and a Half Million Left the Work Force
Monday, October 20, 2014
Obama Weakens Military
Sunday, October 19, 2014
Media Fawned Over Common Core
Saturday, October 18, 2014
Clinton Admits He Could Have Snuffed Bin Laden
Friday, October 17, 2014
Obama Promoting Islamists for the Military and the Pentagon
Thursday, October 16, 2014
Wednesday, October 15, 2014
A Capella Johnny Cash's Ring of Fire
Tuesday, October 14, 2014
The Israel Test
Monday, October 13, 2014
Online Education Research
Sunday, October 12, 2014
Surveillance Hinders Free Speech
Saturday, October 11, 2014
Put Down the Phone
Friday, October 10, 2014
Split Second Decision by Cops Who Shoot: Innocent Suspect? Or, not?
This video is of actual Detectives attempting to stop a criminal in Chicago which has some of the most restrictive gun laws in the country.
DON'T READ UNTIL YOU WATCH THE VIDEO!
Please remember these cops acted in real time.
What did you see?
Officers ordered the suspect to put the assault rifle down and that is what he is doing, right?
He is complying and then they shoot him.
Is that what you saw?
Watch the suspect's right hand while he places the rifle down with his left hand.
What you don't see by facing this criminal face to face, but the Officer behind the suspect does see, is the suspect pulling a hidden handgun from his rear pants, with his right hand.
The officer yells "Gun" before firing.
Watch as the bad guy goes down.
The handgun is still in his right hand.
What you think you see does not always tell the truth.
Reason: Minimum Wage, Mary Poppins
Thursday, October 9, 2014
Dancing Priest Brings Flock Back to Spanish Church
Wednesday, October 8, 2014
Design and Development of Educational Technology
http://youtu.be/fitTn23tFTU
Iconoclast1967
Rubrics
Very knowledgeable about chosen current technology and provided an insightful and in-depth analysis.
Very knowledgeable about chosen earlier technology and provided an insightful and in-depth analysis.
Thoroughly described the differences and similarities
between the two technologies and used each to highlight aspects of the
other.
Utilized multimedia and technology in a creative and inspiring but also relevant presentation format.
My goal is to express myself knowledgeably about current technology in order to provide an insightful and in-depth analysis of both current technology, and older technology. In terms of the older technology I want to consider 8mm films and in so far as the new technology is concerned, a website: iCivics. The civics game has as its goal to provide a fun and educational experience for the next generation of citizens. They want to demonstrate that participation is important and they promote the ideas of democracy. Although the age range is essentially K-12 they do seem to overlook some of the intricacies and complexities of the actual government. For example, the three branches of government are not precisely three equal branches currently. I would have preferred that they demonstrated the concept of the Imperial presidency and how the two other branches, the legislative and the judicial, have been superseded.
The student has some choice however and can move through various aspects of the site at their own pace and by choice. The site does seem to favor the view that participatory democracy is the ideal political state. Not surprisingly, it has been endorsed to promote Common Core principles as funded by Bill Gates. The site states:. "Overview:The Next Generation Learning Challenges (NGLC) initiative, provided grants to 19 organizations for implementing proven and emerging technology-enabled instructional and assessment materials to improve students’ mastery of Common Core-aligned content for grades 7 through 9." In addition, the "Bill & Melinda Gates Foundation contracted with the nonprofit research institute SRI International for an independent evaluation of the NGLC Wave II grants." Along these lines, one other site examined, the Khan Academy, also complies with the politics of Common Core: "We're working hard to ensure our math content rigorously and comprehensively covers the Common Core Standards, a set of math standards that most of the states in the U.S. have adopted." In short the iCivics site is a very engaging site in that the design is clean and clear and indeed bright colors and interesting graphics are sprinkled throughout. The student will learn because not only are they memorizing facts and reading they are actually experiencing the dynamic process of democracy. They state their intention clearly enough: "democratic action," which is code for progressive politics.
What do you think are some of this technology’s goals?
The goal of the technology is to allow the student to manipulate the data in such a way that they actually understand the promoters of the living Constitution and the progressive ideals advocated by the organizers. In the exercise to Know Your Rights clients come in to interact with the lawyer who may or may not have the expertise needed and then go to trial: it's an interesting approach.
What does the user “do” when s/he uses the technology?
The student may choose four main exercises in which they have to interact and think through the issues within that module. It means they have to think while making decisions based on their understanding of the Constitution.
Does the technology direct the learner toward a specific goal or is it more open-ended?
The learner is directed towards participatory, direct action progressive politics. It is similar to the Greek notion of direct democracy, as the Founders had written a Constitution to head off such a direction.
How does it seek to engage and/or motivate the learner?
The learner is engaged and motivated by moving through various modules. The student is given a semblance of choice in that they could move from preselected silos and categories of thinking.
How might the learner learn from it?
The learner might see themselves as oppressed (Pablo Freire) and the learner may raise their consciousness. The designers of the site seemed to intend that the learner understand that activism is the route to pursue.
Who was/is its intended primary audience?
The audience of the older technology was school-age in high school kids. I will anticipate part three by contrasting it with the newer technology.
The intended primary audience of young people are those without a knowledge about American history and a constitutional background. There is no discussion of America as a Republic, or a description of the Res Publica.
What were/are its goals?
The older technology had as its goal to stimulate thought and to encourage conversation and discussion
The new technology goals are to be engaging and relevant while acquainting a student with the living Constitution as one that can be interpreted and expanded upon.
Based on your personal experiences with it, did the technology meet its goals? Why or why not?
Yes, the older technology met its goals because it is very memorable even after several decades.
Yes, the new technology meets its goals in that it is well-designed, attractively arranged, and well laid out to involve a younger, impressionable student to enjoy.
Did it have other potentially unintentional effects (either positive or negative)?
The older technology had unintentional effects in that it was bombastic and it turned some students off.
Insofar as the new technology is concerned the following is one of the more intriguing passages in the game. The game actually shows you how to violate the Constitution of the United States of America. It is an unabashed appeal to the unbridled use of tyrannical power. The site states:
"Do you like running things? Branches of Power allows you to do something that no one else can: control all three branches of government! You'll have the power to write any laws you want about issues you choose. Careful, though, there's a lot to juggle when you're playing all three branches. Good luck!"
There is no instructive background to explain a figure like George Washington for example who actually refused the title of Excellency. It appears to take the history out of its context and with no readings or learning objectives that have to do with the times and the culture of the day it is difficult to really grasp why the Founders wrote the document that they did.
Are their approaches similar or divergent?
The approach of the older technology is to provoke thought and enjoyment because films in the old days were technologically challenged but very exciting for the day and age. At this time the newer technology is striving to keep up with the better produced more highly commercial products that students have access to already.
Pick one aspect of the experience across both technologies and contrast them.
One aspect of the experience across both technologies can be contrasted since the older technology, although not technologically sound, provoked a great deal of excitement and expectation among students. The newer technology by contrast does not enlighten and inform. It appears to titilate but not engender fun and the joy of learning and reading seems missing.
How do they compare? Did you find one more engaging? More thought-provoking? More memorable? More playful or structured? More motivating?
They compare in the sense that both want education to be fun. The older technology involved us because it was something very different and out of the ordinary. The newer technology is something that kids experience every day because they've grown up with and have been surrounded by technology. There's no question that the newer technology is more engaging in that the older technology was a more passive medium. We were excited by it since we really had to socialize and discuss the content to make sense of it. But considering the question of which is more thought-provoking I think you can still make a case for the older technology. I have retained the memories of Mr. Deeds and those history classes over several decades but I doubt if students today will remember technology in the same way after several decades. The older technology is more memorable because it really stood out in a day when there was much less technology. It was really something out of the ordinary. I think the newer technology is both more playful and more structured and does not allow for the freedom of thought as the older technology did. You also do not interact and socialize in the new technology. In the older technology there are no limitations of thought. You were free to think of the material as you saw fit including as I suggested in my video presentation. Some students simply laughed at how ridiculous the propaganda was. The newer technology is more structured in that there are silos of thought confining the student to certain pathways to learn. In the case of motivation they probably are just about equal in that the older technology allowed students to think what they wanted. The newer technology motivates students to be activists.
Why do you think this is the case for you? Is it likely the case for other users as well?
I see the technology as I do more simply because of the culture of the time and my age. The country is much different and therefore what is most likely be the case is that other users will have a very different experience.
What other differences or similarities struck you about these tools?
I found the older technology more engaging in that it is open-ended. Contrast the more narrowly focused iCivics site. The student has only one of four areas: Lawcraft, Election Resources, One Big Party?, or Citizen Me. What if the student had other ideas about civics? There are only four choices to pick from. If you pick Lawcraft for example, you can only be a Democratic or a Republican. Thus, you only have two choices. The student may pick from numerous characteristics to advocate within the confines of those two parties. The provided definition of liberty is misleading. In politics, liberty is freedom from government coercion; however, in the game, it is defined as "people have the freedom to do things that they want to do." Generosity is defined that "the government is providing large benefits or services to citizens." Can non-government NGOs be generous? Perhaps institutions such as churches, synagogues, or non-profits are providing benefits or services too. The difference, not mentioned in the game, is that government is collecting taxes first. The NGOs are simply generous.
Common Core References
Lawcraft and the Annenberg Foundation
To be posted:
March 28, 2015
Liberty Beats Common Core
https://blogsmithconsulting.blogspot.com/b/post-preview?token=xBPhNUkBAAA.90JQYy3n40_pLZzMVQvqMA.z9qg37U9oJCeIFdKJU0J6Q&postId=889523697381562301&type=POST
March 24, 2015
Rare to Common Core: College Degree Over 40 Years
January 29, 2015
How to Make Math Hard: Common Core
Harder Math Harder Subtraction
December 31, 2014
Conform Common Core
December 22, 2014
Governor Jindal Sues Feds Over Common Core
November 30, 2014
Common Core History Nonsense
Enochs High School principal Deb Rowe in charge in California, social studies teacher Janeen Zambo read from a breakup note to the students ab Nonsense
October 29, 2014
10 Catholic Facts Against the CommonCore
http://www.cardinalnewmansociety.org/Portals/0/Mail/Renewal%20Report/pdf%20for%20web%20Final.pdf
Media Fawned Over Common Core
http://blogsmithconsulting.blogspot.com/2014/10/media-fawned-over-common-core.html#axzz3GoFkxdc0
Common Core Promotes Islam
American Common Core Pro-Islamist
Read more: http://blogsmithconsulting.blogspot.com/2014/10/common-core-promotes-islam.html#ixzz3GoG5thci
Common Core Toxic
http://www.theblaze.com/stories/2014/07/04/public-school-teacher-has-some-harsh-words-for-common-core-and-the-toxic-culture-of-education/
PA Against Common Core
http://blogsmithconsulting.blogspot.com/2014/08/common-core.html#axzz3GoFkxdc0
Iowa Ditches Common Core
http://blogsmithconsulting.blogspot.com/2014/08/iowa-ditches-common-core.html#axzz3GoFkxdc0
Catholics Battle Church Officials Against Common Core
http://www.theblaze.com/stories/2014/06/18/catholic-parents-clash-over-common-core/
10 Reasons to Oppose Common Core
http://youtu.be/na-JmnHdlZw
Common Core Data Collection of Every Child
http://www.breitbart.com/Big-Government/2014/05/22/Study-New-Technology-Development-Pushed-By-Feds-Allows-For-Data-Collection-on-Every-Child
Read more: http://blogsmithconsulting.blogspot.com/2014/05/common-core-data-collection-of-every.html#ixzz3GoHHhbNk
Common Core Motivator: White Privilege
http://newsbusters.org/blogs/tom-blumer/2014/05/21/teacher-involved-common-core-development-my-white-privilege-motivated-me http://www.theblaze.com/stories/2014/05/22/listen-to-the-audiences-reaction-when-teacher-reveals-why-he-helped-write-common-core/
Common Core Government Propaganda
https://mobile.twitter.com/ColetteMoran/status/395967716382629889/photo/1
Feds Threaten Indiana Over Common Core
http://www.theblaze.com/stories/2014/05/07/federal-govt-issues-warning-to-state-that-wants-to-opt-out-of-common-core/
Comedian Comes Out Against Common Core, Standardized Testing – See If You Can Get the Answers to His Kids’ Homework
http://www.theblaze.com/stories/2014/04/28/when-the-famous-comedian-who-once-said-i-really-love-barack-obama-says-this-about-common-core-it-makes-news/
Read more: http://blogsmithconsulting.blogspot.com/2014/04/comedian-comes-out-against-common-core.html#ixzz3GoHnA0a6
Another Common Core Progaganda Site
opened.io
Common Core Opponent Suspended
http://blogsmithconsulting.blogspot.com/2014/04/common-core-opponent-suspended-for.html#axzz3GoFkxdc0
Teacher Tearfully Describes Bullying and Intimidation She Suffered for Opposing Common Core
Speaking before the Missouri Senate Education Committee, Susan Kimball said she has been “strongly discouraged from saying anything negative about Common Core by my administration and some school board members.”
Read more: http://blogsmithconsulting.blogspot.com/2014/04/teacher-tearfully-describes-bullying.html#ixzz3GoIpTjSx
http://blogsmithconsulting.blogspot.com/2014/04/teacher-tearfully-describes-bullying.html#axzz3GoFkxdc0
SAT Dumbing Down for Common Core: Gov't to Put Companies Out of Business
SAT test prep companies out of business and aligning the test to the Common Core Read more: http://www.politico.com/story/2014/03/sat-test-prep-makeover-104291.html#ixzz2v81LnhTc
Read more: http://blogsmithconsulting.blogspot.com/2014/03/sat-dumbing-down-for-common-core-govt.html#ixzz3GoIxbi2K
Common Core Principal Against Common Core
http://nepc.colorado.edu/author/burris-c-c
Click the "play" arrow for the Common Common Core audio report
Common Core audio report http://www.grassrootsaction.com/201105/offer.asp?Ref_ID=25183&p=1&CID=201107&RID=41539123 See more at: http://www.grassrootsaction.com/201105/offer.asp?Ref_ID=25183&p=1&CID=201107&RID=41539123#sthash.v8WrYqgf.dpuf
Read more: http://blogsmithconsulting.blogspot.com/2014/03/click-play-arrow-for-common-common-core.html#ixzz3GoJBcZLj
Common Core, Wrong
http://blogsmithconsulting.blogspot.com/2014/02/common-core-wrong.html#axzz3GoFkxdc0
Panelist at Podesta Think Tank on Common Core: 'The Children Belong to All of Us' - See more at: http://cnsnews.com/news/article/penny-starr/panelist-podesta-think-tank-common-core-children-belong-all-us#sthash.g7hUMfGo.dpuf
Read more: http://blogsmithconsulting.blogspot.com/2014/02/panelist-at-podesta-think-tank-on.html#ixzz3GoJRWMxV
Catholic is Our Core, Not Common
Catholic Schools Standards Project known as the Common Core Catholic Identity Initiative (CCCII)
http://www.cardinalnewmansociety.org/CatholicIsOurCore/CatholicIdentityConcerns.aspx
http://ohioansagainstcommoncore.com/2013/08/catholic-school-parents-your-revolt-is-way-overdue/
http://www.ncregister.com/daily-news/common-core-commotion-is-new-curriculum-catholic-school-friendly/
http://www.cccii-online.org/images/Resources/CCCII_Project_Overview_Ozar_June_2012.pdf
http://www.catholicschoolstandards.org/
http://www.cccii-online.org/images/Resources/Guidelines/CCCII-Guidelines-01-15.pdf
http://www.ncea.org/events/common-core-catholic-identity-initiative-conference
Read more: http://blogsmithconsulting.blogspot.com/2014/02/catholic-is-our-core-not-common.html#ixzz3GoJXPfty
FreedomWorks Common Core Course
Course: Activist Involvement: Common Core
Read more: http://blogsmithconsulting.blogspot.com/2014/01/freedomworks-common-core-course.html#ixzz3GoJdQir9
Fed-Up Mother Tackles Common Core in Viral Video: ‘Parents Have No Voice’
Karen Lamoreaux, an Arkansas parent who appeared in a viral video tackling some of the issues associated with the Common Core, appeared on the Glenn Beck Program Wednesday to discuss the “dumbing down of American kids.”
Read more: http://blogsmithconsulting.blogspot.com/2014/01/fed-up-mother-tackles-common-core-in.html#ixzz3GoJkWDGl
The following are some current educational technologies you are welcome to explore:
Assignment 1.1: Ed Tech Then and Now
INTRODUCTION
As we begin our explorations of the theory and design of educational technologies, we start by developing a framework for considering and discussing educational technology. As we continue through the weeks together, our models of individual learners and the contexts in which people learn will develop. But it’s useful to see some concrete examples right away to start analyzing the designs of existing technologies built for learning and teaching.PART 1: CURRENT TECHNOLOGY
So as a starting place, we’d like you to jump right in, find a new piece of current educational technology and try it out yourself. Some examples you might want to consider are listed on the next page. We’ll get the most variety as a class if everyone chooses something they find or know about independently, but if you’re stuck for ideas feel free to work with one from the list. We’ll refer to this as your “current technology”. Spend some time using the technology as a learner would - you don’t need to become an expert in it, but work with it until you feel like you have accomplished something cool, and you could explain to a friend what the technology is all about.Now do some critical thinking about the technology and your experience with it. There are many ways to analyze and reflect on this experience, but as a start, consider these questions:
- What do you think are some of this technology’s goals?
- What does the user “do” when s/he uses the technology?
- Does the technology direct the learner toward a specific goal or is it more open-ended?
- How does it seek to engage and/or motivate the learner?
- How might the learner learn from it?
PART 2: EARLIER TECHNOLOGY
Now, think back to a technology which made an impression on you in your own learning experience. This can be positive or negative, and can be from the recent past or something from your childhood. We’ll refer to this as your “earlier technology”. It can be anything you’ve used in an educational context - for example Speak and Spell, a filmstrip, laserdisk, PC software, Excel, etc.Give a quick description of the technology for those who might not be familiar with it. Then describe your recollections and impressions of this “earlier technology” and its impact on your learning.
- Who was/is its intended primary audience?
- What were/are its goals?
- Based on your personal experiences with it, did the technology meet its goals? Why or why not?
- Did it have other potentially unintentional effects (either positive or negative)?
PART 3 - COMPARATIVE ANALYSIS
Finally, compare and contrast your experience using the “current technology” with your experience with your “earlier technology”.- Are their approaches similar or divergent?
- Pick one aspect of the experience across both technologies and contrast them.
- How do they compare? Did you find one more engaging? More thought-provoking? More memorable? More playful or structured? More motivating?
- Why do you think this is the case for you? Is it likely the case for other users as well?
- What other differences or similarities struck you about these tools?
DELIVERABLE FORMAT
Your actual turn-in for this assignment may vary from student to student, but the important thing is that it include background information about your chosen technologies, and your responses to the questions (or similar ones) in each of the 3 sections. We imagine that most turn-ins will take the form of a written document, in which case it would also be helpful to include images or screen shots of the technologies being discussed. If you would prefer to create a presentation, video, or other multimedia deliverable, that’s great too. Choose the format that you think best conveys what you want to communicate, and that you will have the most fun with.TURN-IN AND EVALUATION
When you’re ready to submit your assignment, go to the last unit in this ribbon, which is the peer assessment. Since the platform does not conveniently allow document uploads, you will need to post your work online somewhere then paste the link(s) and any special instructions into the submission form. (See these tips on posting shareable documents online.) You’ll then be prompted to evaluate some of your classmates’ work, and in turn some of your classmates will also evaluate your work. The evaluation will be based on the criteria in the rubric, which can be found on the next page. So you will want to look through the rubric ahead of time and keep those criteria in mind as you work on your project.Due Date
Technically the only due date is to submit this assignment by the end of the course. However, to get the benefit of peer feedback, we stronly suggest you submit it by the end of Week 1: October 21st. After that time the majority of course participants will be moving on to Week 2 work and won't be focused on this specific topic.Share (External resource)
Part 2
Mitch Resnick and Ricarose Roque describe the inspiration for Scratch and how it makes programming easy for kids to get into. They talk about the goals for Scratch as making programming more tinkerable, meaningful, and social.
The Turtle Art gallery shows how complex and artistic Logo creations can get - definitely worth a quick browse.
Start here for a basic step-by-step tutorial.
Turtle Academy has lessons and sample programs if you want to delve deeper. Just create an account and go to the Playground to get started.
It seemed redundant to “create” things that were already created. Then, I tried to mix and match to make something original but the coding was too glitchy for me and my skills were not up to par. As a result, I went back to a simple tree but I couldn’t get a screen shot on the computer I was using at the time. I did attach Logo Interpreter.htm though.
Logo Interpreter.htm: Sorry, this file type is not permitted for security reasons.
This browser-based logo compiler lets you write and run your logo programs quickly and easily on the web site.
Activity Break: Turtle Time
Hal Abelson's bio
MIT App Inventor, one of Logo's descendants, originated by Hal.
The Logo Tree Project showing the descendants of Logo.
"But the real magic comes when this [computation] is combined with the conceptual power of theoretical ideas associated with computation (p. 353)." Herein lies the rub. Most of the technology so far outstrips the conceptual power of the student to explore their own ideas. You can not let the technology dazzle you into submission.
Papert's Teaching Children Thinking paper
Papert video
Part 3
Part 2
History of Logo
Piaget, Childhood
Papert
Piaget
Zone of Proximal Development
11.132x: Design and Development of Educational Technology
- Starts: 8 Oct 2014
- Instructors: Eric Klopfer
- MITx
Video
About this Course
To be effective, educational technologies must be designed based on what we know about how people learn. Through interviews with multiple experts in the field, this course examines educational technologies, outlines the theories that influenced their development, and examines their use. The course leads up to a final project – a kickstarter style pitch for a new educational technology - which is worked on iteratively across the weeks. It involves active weekly participation.
In week 1, we’ll talk about the history of educational technologies and how they change the way we learn. We’ll also discuss two important educational theories that focus on student-centered learning.
In week 2, we’ll explore what it means to learn something and examine several different approaches to deepen learning. We’ll begin by introducing a specific framework for thinking about learning. We’ll then take a close look at how educational software developers are more deeply engaging learners and even providing feedback to students as they learn.
Week 3 will focus on forms of Active Learning, where students choose and pursue activities based on their own interests. We’ll also talk with experts about designing to help build important non-cognitive skills, like persistence and developing mastery.
Week 4 will move from individual learning to collaborative learning in a range of forms, from apprenticeships to communities of practice. We’ll speak with experts about the many ways learning in groups can manifest itself. No matter what the medium, collaborative learning has a lot to teach us.
Week 5 focuses on assessment. All the clever educational technology design in the world isn’t very useful if we don’t know whether students’ learning is being enhanced by it or what changes need to be made to increase its effectiveness. We’ll talk with teachers, students, and assessment experts who will provide an overview of the different types of assessment and how technology is changing the field of assessment.
Finally, in week 6, we’ll talk about design-based research, a methodology for research and design of educational innovations in which you create projects that embody the educational change you wish to study.
Week 0 of this course is a 'ramp-up' week for participants to introduce themselves to one another and become familiar with the forums and other course platform features.
This course is part of the EdTechX series from the MIT Education Arcade. Build your understanding of the use and design of technologies for learning. Check out the other course modules.
Behaviorism (or behaviourism), is an approach to psychology that combines elements of philosophy, methodology, and theory. It emerged in the early twentieth century as a reaction to "mentalistic" psychology, which often had difficulty making predictions that could be tested using rigorous experimental methods. The primary tenet of behaviorism, as expressed in the writings of John B. Watson, B. F. Skinner, and others, is that psychology should concern itself with the observable behavior of people and animals, not with unobservable events that take place in their minds. The behaviorist school of thought maintains that behaviors as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as thoughts and beliefs.
From early psychology in the 19th century, the behaviorist school of thought ran concurrently and shared commonalities with the psychoanalytic and Gestalt movements in psychology into the 20th century; but also differed from the mental philosophy of the Gestalt psychologists in critical ways.[4] Its main influences were Ivan Pavlov, who investigated classical conditioning although he did not necessarily agree with behaviorism or behaviorists, Edward Lee Thorndike, John B. Watson who rejected introspective methods and sought to restrict psychology to experimental methods, and B.F. Skinner who conducted research on operant conditioning.
In the second half of the 20th century, behaviorism was largely eclipsed as a result of the cognitive revolution. While behaviorism and cognitive schools of psychological thought may not agree theoretically, they have complemented each other in practical therapeutic applications, such as in cognitive–behavioral therapy that has demonstrable utility in treating certain pathologies, such as simple phobias, PTSD, and addiction. In addition, behaviorism sought to create a comprehensive model of the stream of behavior from the birth of a human to their death (see Behavior analysis of child development).
In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving. Behaviorists acknowledged the existence of thinking, but identified it as a behavior. Cognitivists argued that the way people think impacts their behavior and therefore cannot be a behavior in and of itself. Cognitivists later argued that thinking is so essential to psychology that the study of thinking should become its own field.
Constructivism is a theory of knowledge (epistemology) that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Jean Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.
The Characteristics of Excellence in Higher Education
Writing Learning Objectives: Beginning with the End in Mind
Qasim Rashid Whitewash the Koran
Tuesday, October 7, 2014
First We Warn Civilians Then We Bomb Islamists: Israeli Bombing Policy
Monday, October 6, 2014
Ian Hunter, Mott The Hoople with Morgan Fisher, Live in NYC
Sunday, October 5, 2014
Obama Support for Islamic Caliphate
Saturday, October 4, 2014
Ian Hunter, O2 Shepherds Bush, London, U.K.
Roll Away The Stone
Roll Away The Stone
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Reading since summer 2006 (some of the classics are re-reads): including magazine subscriptions
- Abbot, Edwin A., Flatland;
- Accelerate: Technology Driving Business Performance;
- ACM Queue: Architecting Tomorrow's Computing;
- Adkins, Lesley and Roy A. Adkins, Handbook to Life in Ancient Rome;
- Ali, Ayaan Hirsi, Nomad: From Islam to America: A Personal Journey Through the Clash of Civilizations;
- Ali, Tariq, The Clash of Fundamentalisms: Crusades, Jihads, and Modernity;
- Allawi, Ali A., The Crisis of Islamic Civilization;
- Alperovitz, Gar, The Decision To Use the Atomic Bomb;
- American School & University: Shaping Facilities & Business Decisions;
- Angelich, Jane, What's a Mother (in-Law) to Do?: 5 Essential Steps to Building a Loving Relationship with Your Son's New Wife;
- Arad, Yitzchak, In the Shadow of the Red Banner: Soviet Jews in the War Against Nazi Germany;
- Aristotle, Athenian Constitution. Eudemian Ethics. Virtues and Vices. (Loeb Classical Library No. 285);
- Aristotle, Metaphysics: Books X-XIV, Oeconomica, Magna Moralia (The Loeb classical library);
- Armstrong, Karen, A History of God;
- Arrian: Anabasis of Alexander, Books I-IV (Loeb Classical Library No. 236);
- Atkinson, Rick, The Guns at Last Light: The War in Western Europe, 1944-1945 (Liberation Trilogy);
- Auletta, Ken, Googled: The End of the World As We Know It;
- Austen, Jane, Pride and Prejudice;
- Bacevich, Andrew, The Limits of Power: The End of American Exceptionalism;
- Baker, James A. III, and Lee H. Hamilton, The Iraq Study Group Report: The Way Forward - A New Approach;
- Barber, Benjamin R., Jihad vs. McWorld: Terrorism's Challenge to Democracy;
- Barnett, Thomas P.M., Blueprint for Action: A Future Worth Creating;
- Barnett, Thomas P.M., The Pentagon's New Map: War and Peace in the Twenty-First Century;
- Barron, Robert, Catholicism: A Journey to the Heart of the Faith;
- Baseline: Where Leadership Meets Technology;
- Baur, Michael, Bauer, Stephen, eds., The Beatles and Philosophy;
- Beard, Charles Austin, An Economic Interpretation of the Constitution of the United States (Sony Reader);
- Benjamin, Daniel & Steven Simon, The Age of Sacred Terror: Radical Islam's War Against America;
- Bergen, Peter, The Osama bin Laden I Know: An Oral History of al Qaeda's Leader;
- Berman, Paul, Terror and Liberalism;
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2014
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October
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- Sharyl Attkisson Hacked by Obama's Regime
- Obola
- NSA Spying, Balloon Over Utah
- North Carolina Non-citizens Urged to Vote
- Muslim Can't Find Islamophobia
- Rand Dems Enemy Number 1
- Religious Slaughter
- Marine Objects to Public School Promotion of Islam...
- Secret Service Investigates Defecation and Zombies
- Middletown, DE Democrat Caught Stealing Opponent's...
- 10 Catholic Facts Against the CommonCore
- How the West Promotes Islamism
- Most and Least Religious Colleges
- Week 2, Assignment 2: https://courses.edx.org/cour...
- Testing Security Around Cameron
- Revere, MA Public School Converts Kids to Islam
- DHS Report States Terrorists Roam USA
- Liberty Kids Shake Up Republican Party
- Government Bugged, Planted Documents on Reporter
- Americans Get $2 Trillion in Goodies for 2013
- Atkinson Tells Us What We Already Know: Enemedia Lies
- Peace and Liberty Plurality
- Cambridge, MA, Center of Islamism
- Non-Citizens Throw November Election
- God's Not Dead | Teaser Trailer
- Islamist Attacks NYPD with Hatchet
- The Power of Love
- Islamist Meets 72 Virgins in Canadian Parliament
- Islamicizing Schools
- CA Government Orders Churches to Kill Babies
- Assignment 1: Draft
- Assignment 1, Design and Development of Educationa...
- Obama Record: 11 and a Half Million Left the Work ...
- Ian Hunter, MADAM X' GODZILLA INTERVIEW
- Maricopa County AZ, Ballot Stuffing
- Obama Weakens Military
- Media Fawned Over Common Core
- Clinton Admits He Could Have Snuffed Bin Laden
- Pope Francis Speech at the Conclusion of the Synod
- Ian Hunter, Nalen, Stockholm, Sweden
- High School Nooses
- Carver Vocational Technical High School Demonstrat...
- Ian Hunter, Falkhallen, Falkenberg, Sweden
- Jack Welch on his Executive MBA
- Obama Promoting Islamists for the Military and the...
- Houston Mosque Islamic State Supporter
- Ian Hunter, Kulturbolaget Malmo, Malmo, Sweden
- Islamists Shutting Down London Tunnels
- A Capella Johnny Cash's Ring of Fire
- Ian Hunter Slammed on No Name Classic Metal Show
- Sam Harris, Islam is the Mother Lode of Bad Ideas
- Southern Oregon University Students Take Back Thei...
- Another American Killed by Saudi
- The Israel Test
- Jews Attacked in Crown Heights, Brooklyn
- Federal Government Failure to Protect
- Contempt Holder vs. Citizen
- Massive Government Bubble, Peter Thiel
- History of the Black Flags of Jihad
- Muslim Manhattan: Genital Mutilation, Rape
- Obama's Traiterous Trade Report Not Released
- Islamist Manual of Mayhem: Infiltrate Western Inst...
- Online Education Research
- Ian Hunter, Storen kulturhus, Singsas, Norway
- Surveillance Hinders Free Speech
- Put Down the Phone
- New Jersey Cop a Bit Too Fastidious
- Right to Bear Arns Infringed in West Virginia
- Warwick, R.I., Police Receive Letter to Behead Sch...
- Ian Hunter, Byscenen, Trondheim, Norway
- Common Core Promotes Islam
- Muslims Attack the Jews on American College Campuses
- Everybody Hates Obama
- Split Second Decision by Cops Who Shoot: Innocent ...
- How Obama is Wasting Money on War
- Reason: Minimum Wage, Mary Poppins
- Islamist Avoids Violence Question
- Kill for Islamic State: FBI Says Welcome Home
- Pentagon Spokesperson Presents a List of Obama's S...
- Ian Hunter, Union Scene, Drammen, Norway
- Dancing Priest Brings Flock Back to Spanish Church
- Convention of States - Jefferson Statement
- Ian Hunter, USF Verftet, Bergen, Norway
- Islamists from ISIS Cross Border
- Design and Development of Educational Technology
- Record income gap fuels US housing weakness
- VA Congressman Supports Islamist Terrorism
- Qasim Rashid Whitewash the Koran
- First We Warn Civilians Then We Bomb Islamists: Is...
- Ian Hunter, Festiviteten, Haugesund, Norway
- Turkish Academic Gets Grant for Jewish Gas Chambers
- Obama Hand Delivers Praise for Beheader's Mosque
- Mott The Hoople, 45th Anniversary by Morgan Fisher
- Boston Jihad Again
- Islamist Justification for Beheading
- Netanyahu@UN: 'Would you let terrorists fire rocke...
- Ian Hunter, Mott The Hoople with Morgan Fisher, Li...
- Mott The Hoople, Morgan Fisher, World of Echo with...
- Muslim Anti-Islamic State Draws All of Ten People
- Obama Support for Islamic Caliphate
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October
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National Debt Clock
"Congress: I'm Watching"
A tax on toilet paper; I kid you not. According to the sponsor, "the Water Protection and Reinvestment Act will be financed broadly by small fees on such things as . . . products disposed of in waste water." Congress wants to tax what you do in the privacy of your bathroom.