tag:blogger.com,1999:blog-43343089334123156362024-03-21T13:08:47.440+01:00Norsktoppen - TorsnorskTorhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.comBlogger45125tag:blogger.com,1999:blog-4334308933412315636.post-29238033261968454052009-03-05T09:22:00.002+01:002009-03-09T00:05:33.594+01:00Sammensatte teksterSvært gode eksempler og oppgaver hos <a href="http://mml.gyldendal.no/flytweb/default.ashx?folder=2995">Gyldendal Kontekst</a> sine nettsider. Spesielt film med lydeffekter og oppgaver<br /><br />Lydeffekter i mengder på <a href="http://www.soungle.com/">Soungle.com</a> Ingen registrering, bare søk og bruk..<br /><br />Bilde, beskjæring og komposisjon. <a href="http://www.fototips.no/index.php?side=komp_forenkling">Enkle tips om foto</a><br /><br />Mediekunnskap.no med<a href="http://www.mediekunnskap.no/digilaerer/video01.htm"> lenker til video- og filmressurser</a>.<br /><br />"Form." <a href="http://www.kunstogdesign.no/virkemid_foto.html">Komposisjon av bilder</a>. Teori og tegning med klikkbare eksempler.<br /><br />Skolenettet, kunstweb med <a href="http://www2.skolenettet.no/kunstweb/bilde/fagsider/farge.html">fargelære og fargeblanding</a>.<br /><br />Skolenettet, kunstweb: <a href="http://www2.skolenettet.no/kunstweb/bilde/galleri/index.html">Bilder av verdenskjente kunstnere</a> fra fortid til nyere tid.<br /><br /><a href="http://home.hib.no/mediesenter/propaganda/intro01.htm">Propagandabildet.</a> Mediekunnskap.no HuB. Kjempebra til sammensatte tekster. Elementer føyes til bilder. Klikkbart fra<a href="http://www.multimedia.skolutveckling.se/?404;http://www.multimedia.skolutveckling.se/scripts/view/view.asp"> www.mediekunnskap.no </a>som har flere gode sider og mange lenker.<div>Scrapbooking med <a href="http://www.kreativesider.no/index.php?option=com_content&task=view&id=480&Itemid=1"><span class="Apple-style-span" style="color: rgb(51, 0, 153);">eksempler på layout</span></a><br /><br /><br /><br />Skolenettet, kunstweb: <a href="http://www2.skolenettet.no/kunstweb/bilde/fagsider/perspekt.html">Dybde og perspektiv.</a><br /><a href="http://www.rauset.no/billedrom/index.html"></a><br /><a href="http://www.rauset.no/billedrom/index.html">Bilderommet</a>. Omfattende med mye tekst. Noen få bildeeksempler.<br /><br /><a href="http://www.lokal.herlev-gym.dk/fagene/dansk/billedanalyse.htm">Billedanalyse. </a>Dansk og bare tekst men grei oppsummering.<br /><br /><a href="http://ush.cappelen.no/vedlegg/A_lese_bilder.pdf">Å lese bilder, </a>Cappelen. Bare tekst, men bra. Bruk momenter i egne eksempler.<br /><br /><a href="http://www.multimedia.skolutveckling.se/?404;http://www.multimedia.skolutveckling.se/scripts/view/view.asp"><span style="TEXT-DECORATION: underline">Multimediebyrån</span></a> Gratis nedlasting. Svensk med både bilder og analyse.<br /><br /><a href="http://advertising.utexas.edu/world/">Reklame, design og mer. </a>En mengde lenker som grenser inn mot feltet<br /><br /><span style="WIDOWS: 2; TEXT-TRANSFORM: none; TEXT-INDENT: 0px; BORDER-COLLAPSE: separate; FONT: 13px/19px Georgia; WHITE-SPACE: normal; ORPHANS: 2; LETTER-SPACING: normal; COLOR: rgb(0,0,0); WORD-SPACING: 0px" class="Apple-style-span"></span></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-7522943124138099632009-03-05T19:36:00.006+01:002009-03-05T19:50:32.818+01:00Morsomt, spennende og godt framført.<div><span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style=""><span class="Apple-style-span" style="color: rgb(204, 0, 0);">TID FOR TÆNNIS</span></span></span></div><span class="Apple-style-span" style="color: rgb(204, 0, 0);">Ingvild Wedaa Tennfjord kåserer i NRK Norgesglasset.</span><br />Her, ironisk tankevekkende, morsomt og godt framført<br />om elever og om å komme inn på Harward.. <div><br />Har hun noe å si oss? Deg og meg?</div><div>Hvordan vil det gå om norske elever prøver?</div><div><div> <span class="Apple-style-span" style="font-size:large;"><span class="Apple-style-span" style="font-weight: bold;"><span class="Apple-style-span" style="color: rgb(0, 0, 153);"><a href="http://www1.nrk.no/nett-tv/klipp/471162">Harward girl</a></span></span></span></div></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-70211032827125492842009-03-05T00:20:00.000+01:002009-03-05T09:17:49.294+01:00Bilder og komposisjonSlideshare serie med analyse av bilder<br /><br /><br /><div style="width:425px;text-align:left" id="__ss_558974"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/hweeling/lesson-1a-composition-and-impact-presentation?type=presentation" title="Lesson 1a Composition And Impact">Lesson 1a Composition And Impact</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=lesson-1a-composition-and-impact-1219024132950293-8&stripped_title=lesson-1a-composition-and-impact-presentation" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=lesson-1a-composition-and-impact-1219024132950293-8&stripped_title=lesson-1a-composition-and-impact-presentation" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">presentations</a> from <a style="text-decoration:underline;" href="http://www.slideshare.net/hweeling">hweeling</a>. (tags: <a style="text-decoration:underline;" href="http://slideshare.net/tag/basic">basic</a> <a style="text-decoration:underline;" href="http://slideshare.net/tag/photography">photography</a>)</div></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-54825906937747489242009-03-04T16:03:00.000+01:002009-03-05T09:13:55.297+01:00Success: Richard St.John3 min on how to have success<br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/vldjedAashA&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/vldjedAashA&hl=en&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-58770480999499629722009-03-04T16:00:00.000+01:002009-03-05T09:13:55.285+01:00Do schools kill Creativity v/ Sir Ken RobinsonForedrag fra TED.<div><br /></div><div><br /></div><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/iG9CE55wbtY&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/iG9CE55wbtY&hl=en&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-78557821317097795842009-02-20T08:31:00.000+01:002009-03-05T09:13:55.270+01:00Internettet ned på gulvet. (da)<p>Dansk opplegg for å gi elever en innføring i hvorledes Internett fungerer. Stabler med info-ark (sites), leges ut på gulvet evt. linket med tråder. En gruppe elever er søkemotorer  som samler info. En annen gruppe elever skal bruke søkemotorenes samlinger for å finne fram til utvalgt info. (Oppgaven) <a href="http://www.it-didaktik.dk/main/laeremidler/internettetnedpaagulvet/index.php" target="_blank">Internettet ned på gulvet.</a> <br />Se også “<a href="http://www.it-didaktik.dk/main/laeremidler/interaktiveassistenter/index.php" target="_blank">Interaktive assistenter</a>”</p> Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-24451008678027222002009-02-07T12:59:00.000+01:002009-03-05T09:13:55.256+01:00Flash- animasjon for begynnereEnkle Flash- instruksjoner for barn, men også bra for nybegynnere. Flytte- animasjon, cutout- animasjon, actionscript og mer. Litt ufullstendig, men utmerket for deg som er aldeles fersk. Sjekk ut <a href="http://www.flashclassroom.com/cms/flashclassroom/index.php">Flash Classroom.</a>.<div><br /></div><div><br /><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNO26SBFKY0e0LWNWMl-y3P0Tv8b1AjmhZlLkujOUzcrqCfzrEkFwVBIUNCmmE4gmB5ZGfOmclNoXucAkU2q0fHvbjwKBQ6qtI9iEVJeqqE6ut8VYThFN3SO4eTtuGtIuGlVIhL-QBaP0/s200/Flash+Classroom.jpg" style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 86px;" border="0" alt="" id="BLOGGER_PHOTO_ID_5300024612538489730" /><br /></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-19126913768731585142009-01-23T19:20:00.000+01:002009-03-05T09:13:55.242+01:00Digitale nettverk for læring (eng)En gjennomgang av Digital learning networks. Muligheter og tanker om framtida.<br /><br /><div style="width:425px;text-align:left" id="__ss_936414"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/jmcconville/digital-learning-network-sd43-presentation?type=powerpoint" title="Digital Learning Network: SD43">Digital Learning Network: SD43</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=navigating-the-sd43-network-ver2-1232517970430942-3&stripped_title=digital-learning-network-sd43-presentation" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=navigating-the-sd43-network-ver2-1232517970430942-3&stripped_title=digital-learning-network-sd43-presentation" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">presentations</a> or <a style="text-decoration:underline;" href="http://www.slideshare.net/upload?type=powerpoint">upload</a> your own. (tags: <a style="text-decoration:underline;" href="http://slideshare.net/tag/education">education</a> <a style="text-decoration:underline;" href="http://slideshare.net/tag/learn">learn</a>)</div></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-63325424691635570882008-05-01T13:08:00.000+02:002009-03-05T09:13:55.226+01:00Wikispaces for educators<a href="http://www.wikispaces.com/t/x/teachers100k"><span style="color:#000066;">Wikispaces for educators</span></a>- gratis og bra<br />Sjekk <a href="http://notator.wikispaces.com/">http://notator.wikispaces.com</a> <br /><a href="http://www.notator.wikispaces.com/">Notater på WIKISPACES som over for Tor </a><br /><br /><br /><a href="http://www.wikispaces.com/t/x/teachers100k"><br /><img height="60" src="http://www.wikispaces.com/s/teacher100k_counter2.php" width="120" border="0" /></a><br /><br />Bare se på antall besøkende..!<br />Her får du privat wiki gratis.<br />Husk bare å merke av korrekt!Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-81487264132832410182009-03-04T17:21:00.000+01:002009-03-05T09:13:55.203+01:00Interaktiv undervisningsassistent (dansk spr).<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUhNUmQigg6x6r1HObAH_EzdNVQhKjDjVj4vaiiO8fOXX5i7xlLS4rjS9YOprsR-1E99_8z9h3gaosbKAFwskmUZpphgshZQYw37YTKvVmITd9S6ymOuZirYBUyVrX9R8CCUnrYEwARb8/s1600-h/Readability.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 400px; height: 178px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUhNUmQigg6x6r1HObAH_EzdNVQhKjDjVj4vaiiO8fOXX5i7xlLS4rjS9YOprsR-1E99_8z9h3gaosbKAFwskmUZpphgshZQYw37YTKvVmITd9S6ymOuZirYBUyVrX9R8CCUnrYEwARb8/s400/Readability.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5309369819610215970" /></a><br /><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div>Skal du se <a href="http://www.it-didaktik.dk/main/laeremidler/interaktiveassistenter/index.php">Interaktiv Assistent</a>, krever det pålogging.</div><div>Poenget er å lage og bruke trinnene selv. (Det vi alltid gjør):-)</div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-3812516799565182902009-03-04T11:00:00.000+01:002009-03-05T09:13:55.188+01:00Lettlest<h3>“ <a href="http://lab.arc90.com/experiments/readability/" target="_blank">Readability</a>” fjerner pynt og rot og gjør det lettere å lese tekst på nett.</h3> <p>1. Still inn Readability</p> <p>2. Dra readability inn i nettleseren</p> <p>3. Åpne et nettsted</p> <p>4. Klikk Readability og fjern rotet.</p> <p>5. For å komme tilbake til originalen, klikk “oppdater” i nettleseren (reload).</p> Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-75921022087668673032009-01-20T23:32:00.000+01:002009-03-05T09:13:55.171+01:00Henrik Wergeland, en AHD'er? spør Aftenposten..<div xmlns='http://www.w3.org/1999/xhtml'><a href='http://www.aftenposten.no/nyheter/iriks/article2830141.ece'>- Wergeland ville blitt ADHD-pasient i dag - Nyheter - Innenriks - Aftenposten.no</a><br/><blockquote/></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-1926543124283132252008-12-20T15:03:00.000+01:002009-03-05T09:13:55.157+01:00National Board of Canada<div xmlns='http://www.w3.org/1999/xhtml'><a href='http://beta.nfb.ca/'>National Board of Canada</a><br/><br/>Mengder av animasjoner og filmer. Meget bra. <br/>Mange kunstneriske kortfilmer.<br/><img src='%3Ca%20href=%22http://www.flickr.com/photos/louisdeltoro/3121961121/%22%20title=%22NationalBoardCanada3%20by%20louis.deltoro,%20on%20Flickr%22%3E%3Cimg%20src=%22http://farm4.static.flickr.com/3134/3121961121_47dc83615e_t.jpg%22%20width=%22100%22%20height=%2234%22%20alt=%22NationalBoardCanada3%22%20/%3E%3C/a%3E' style='max-width: 800px;'/><br/><img src='%3Ca%20href=%22http://www.flickr.com/photos/louisdeltoro/3121961121/%22%20title=%22NationalBoardCanada3%20by%20louis.deltoro,%20on%20Flickr%22%3E%3Cimg%20src=%22http://farm4.static.flickr.com/3134/3121961121_47dc83615e_t.jpg%22%20width=%22100%22%20height=%2234%22%20alt=%22NationalBoardCanada3%22%20/%3E%3C/a%3E' style='max-width: 800px;'/><br/><br/></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-4134285949271316222008-12-17T23:32:00.000+01:002009-03-05T09:13:55.139+01:00Om pedagogikk i det 21 århundre<div xmlns='http://www.w3.org/1999/xhtml'><span style='border-collapse: collapse; color: rgb(68, 68, 68); font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 15px; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;' class='Apple-style-span'><div style='border-top: 1px dotted rgb(204, 204, 204); padding: 10px 0px; margin-bottom: 10px;' class='node'><div style='margin: 0.5em 0px; line-height: 1.4em;' class='content'><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>Even if you have a 21st Century classroom (flexible and adaptable); even if you are a 21st century teacher ; (an adaptor, a communicator, a leader and a learner, a visionary and a model, a collaborator and risk taker) even if your curriculum reflects the new paradigm and you have the facilities and resources that could enable 21st century learning - you will only be a 21st century teacher if how you teach changes as well. Your pedagogy must also change.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><img height='219' width='422' style='border-width: 0px;' src='/files/u10/Img1.png'/><br/><br/>So what is 21st Century pedagogy?</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><strong>Definition</strong>:<br/>pedagogy - noun the profession, science, or theory of teaching.<span class='Apple-converted-space'> </span><br/>Source: http://www.askoxford.com/concise_oed/pedagogy?view=uk<br/><br/>How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><strong>The key features of 21st Century Pedagogy are:</strong><br/>? building technological, information and media fluencies [Ian Jukes]<br/>? Developing thinking skills<br/>? making use of project based learning<br/>? using problem solving as a teaching tool<br/>? using 21st C assessments with timely, appropriate and detailed feedback and reflection<br/>? It is collaborative in nature and uses enabling and empowering technologies<br/>? It fosters Contextual learning bridging the disciplines and curriculum areas<br/><br/><strong>Knowledge</strong><br/>Knowledge does not specifically appear in the above diagram. Does this mean that we do not teach content or knowledge? Of course not. While a goal we often hear is for our students to create knowledge, we must scaffold and support this constructivist process. The process was aptly describe in a recent presentation by Cisco on Education 3.0 [Michael Stevenson VP Global Education Cisco 2007]<br/><br/>We need to teach knowledge or content in context with the tasks and activities the students are undertaking. Our students respond well to real world problems. Our delivery of knowledge should scaffold the learning process and provide a foundation for activities. As we know from the learning pyramid content delivered without context or other activity has a low retention rate.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><img height='126' width='137' style='border-width: 0px;' title='Image2' alt='Image2' src='/files/u10/Img2.png'/></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><br/><br/><img height='199' width='215' style='border-width: 0px;' title='Image 3' alt='Image 3' src='/files/u10/Img3.png'/></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><strong>Thinking skills</strong><br/>Thinking Skills are a key area. While much of the knowledge we teach may be obsolete within a few years, thinking skills acquired will remain with our students for their entire lives. Industrial age education has had a focus on Lower Order Thinking Skills. In Bloom's taxonomy the lower order thinking skills are the remembering and understanding aspects. 21st Century pedagogy focuses on the moving students from Lower Order Thinking Skills to Higher Order Thinking Skills.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><br/><img height='187' width='203' style='border-width: 0px;' title='Image 4' alt='Image 4' src='/files/u10/Img_4.png'/></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>The 21st Century Teacher scaffolds the learning of students, building on a basis of knowledge recall and comprehension to use and apply skills; to analyse and evaluate process, outcomes and concequences, and to make, create and innovate. For each discipline in our secondary schools the process is subtly different.<span class='Apple-converted-space'> </span><br/><br/><strong>Collaboration</strong><br/>The 21st century is an age of collaboration as well as the Information Age. 21st Century students, our digital natives, are collaborative. The growth of social networking tools, like bebo and myspace and the like, is fueled by Digital natives and Gen Y. The world, our students are graduating into is a collaborative one.<span class='Apple-converted-space'> </span><br/><br/>Collaborative projects such as Julie Lindsay's and Vicki Davis's Flatclassroom project and the Horizon Project, iearns and many others are brilliant examples of collaboration in the classrooms and beyond. These projects, based around tools like ning or wikis, provide students and staff a medium to build and share knowledge and develop understanding.<span class='Apple-converted-space'> </span><br/><br/>For example:<br/><br/>My own students are collaborating with students from three other schools, one in Brisbane, another in Qatar and a third in Vienna; on developing resources for a common assessment item. Collaboratively, they are constructing base knowledge on the technologies pertent to the topic. They are examining, evaluating and analysing the social and ethical impacts of the topic. But perhaps even more holistically they are being exposed to different interpretations, cultures and perspectives - Developing an international awareness which will be a key attribute in our global future.<br/><br/>URL: http://casestudy-itgs.wikispaces.com<br/><br/><br/>Don Tapscott in Wikinomics, gives are many of examples of the business world adopting and succeeding by using global collaboration.<span class='Apple-converted-space'> </span><br/><br/>In a recent blog post from the Official google Blog, Google identified these as key traits or abilities in 1st Century Employees...<br/><br/>"... communication skills. Marshalling and understanding the available evidence isn't useful unless you can effectively communicate your conclusions."<span class='Apple-converted-space'> </span><br/>"... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. "<br/><br/>Source: http://googleblog.blogspot.com/2008/07/our-googley-advice-to-students-major-in.html<br/><br/>So to prepare our students, our teaching should also model collaboration. A vast array of collaborative tools are available to - wikis, classroom blogs, collaborative document tools,social networks, learning management systems - Many are available at no cost. If you have not yet tried them, look at:<br/>? wikis - wet paint and wiki spaces<br/>? Classroom blogs - edublogs, classroomblogmeister<br/>? Collaborative document tools - Google documents, zoho documents<br/>? Social Networks - ning<br/>? learning managements systems - Moodle etc<br/>These tools are enablers of collaboration, and therefore enablers of 21st century teaching and learning.<br/><br/>Collaboration is not a 21st century skill it is a 21st century essential.<span class='Apple-converted-space'> </span><br/><br/>If we look at UNESCO's publication "The four pillars of Education, Learning: The Treasure within" Collaboration is a key element of each of the four pillars.</p><ul class='unIndentedList'><li>Learning to know</li><li>Learning to do</li><li>Learning to live together</li><li>Learning to be</li></ul><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>(http://www.unesco.org/delors/fourpil.htm)<br/><br/>Collaboration is not limited to the confines of the classroom. Students and teachers collaborate across the planet, and beyond the time constraints of the teaching day. Students work with other students regionally, nationally and globally. Learners seek and work with experts as required. This is 21st Century Collaboration<br/><br/><strong>Real World, Inter-disciplinary & project based learning</strong><br/>21st Century students do not want abstract examples rather they focus on real world problems. They want what they learn in one subject to be relevant and applicable in another curriculum area. As teachers we need to extend our areas of expertise, collaborate with our teaching peers in other subjects and the learning in one discipline to learning in another.<br/>Projects should bring together and reinforce learning across disciplines. The sum of the students learning will be greater than the individual aspects taught in isolation. This is a holistic overview of the education process which builds on and values every aspect of the 21st Century students education.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><br/><img height='270' width='184' style='border-width: 0px;' title='Image 5' alt='Image 5' src='/files/u10/Img5.png'/></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><strong>Assessment<span class='Apple-converted-space'> </span></strong><br/>Assessment is still a key part of 21st Century Pedagogy. This generation of students responds well to clear goals and objectives, assessed in a transparent manner.<span class='Apple-converted-space'> </span><br/><br/>Students should be involved in all aspects of the assessment process. Students who are involved in setting and developing assessment criteria, marking and moderation will have a clearer understanding of:<br/>? what they are meant to do,<span class='Apple-converted-space'> </span><br/>? how they are meant to do it,<span class='Apple-converted-space'> </span><br/>? why it is significant<span class='Apple-converted-space'> </span><br/>? why it is important.<span class='Apple-converted-space'> </span><br/>Such students will undoubtedly do better and use the assessment process as a part of their learning.<span class='Apple-converted-space'> </span><br/><br/>Students are often painfully honest about their own performance and that of their peers. They will, in a collaborative project, fairly assess those who contribute and those who don't.<span class='Apple-converted-space'> </span><br/><br/>This is their education, their learning and their future - they must be involved in it.<br/><br/>Linked to assessment is the importance of timely, appropriate, detailed and specific feedback. Feedback as a learning tool, is second only to the teaching of thinking skills [Michael Pohl]. As 21st Century teachers, we must provide and facilitate safe and appropriate feedback, developing an environment where students can safely and supportively be provided with and provide feedback. Students are often full of insight and may have as valid a perspective as we teachers do.<br/><br/><strong>Fluency</strong><br/>What is fluency and why is it better than Literacy? Ian Jukes introduced this concept at NECC. He asserts that students need to move beyond literacy to fluency. They need to be<br/>fluent in:<br/>? The use of technology = technological fluency,<span class='Apple-converted-space'> </span><br/>? Collecting, processing, manipulating and validating information = information fluency,<br/>? using, selecting, viewing and manipulating media = media fluency,<br/><br/>What is fluency compared to literacy? A person who is fluent in a language does not need to think about speech, or reading rather it is an unconscious process of understanding. A person who is literate in the language must translate the speech or text. This applies to our students and their use of 21st century media. We need them to be unconsciously competent in the use and manipulation of media, technology and information.<br/><br/>The conscious competence model illustrates the difference between Literacy and Fluency. The person or student who is literate is in the conscious competence category. The person or student who is fluent is in the unconscious competence category.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><img height='142' width='152' style='border-width: 0px;' title='Image 6' alt='Image 6' src='/files/u10/Img6.png'/></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>As educators, we must identify, develop and reinforce these skill sets until students become literate and then fluent..<br/><br/><strong>Conclusion and the path forward.</strong><br/><br/>To teach using 21st Century pedagogy, educators must be student centric. Our curricula and assessments must inclusive, interdisciplinary and contextual; based on real world examples.<span class='Apple-converted-space'> </span><br/><br/>Students must be key participants in the assessment process, intimate in it from start to finish, from establishing purpose and criteria, to assessing and moderating.<span class='Apple-converted-space'> </span><br/>Educators must establish a safe environment for students to collaborate in but also to discuss, reflect and provide and receive feedback in.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>We should make use of collaborative and project based learning, using enabling tools and technologies to facilitate this.<span class='Apple-converted-space'> </span><br/><br/>We must develop, in students, key fluencies and make use of higher order thinking skills. Our tasks, curricula, assessments and learning activities must be designed to build on the Lower Order Thinking Skills and to develop Higher Order Thinking Skills.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><img height='336' width='481' style='border-width: 0px;' title='Image 7' alt='Image 7' src='/files/u10/Img7.png'/></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'> </p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>Acknowledgements:<br/>For being a brilliant critical friend, thanks for the advise and especially for the grammar - Marg McLeod.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>By Andrew Churches</p><ul style='margin: 0px; padding: 0px; text-align: center;' class='custom-pager custom-pager-1 custom-pager-story'><li style='margin: 0px; padding: 0px; display: inline; list-style-type: none; list-style-image: none; background-image: none;' class='first custom_pager_prev'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' class='custom_pager_prev' href='/node/656'>‹ previous</a></li><span class='Apple-converted-space'> </span><li style='margin: 0px 2em; padding: 0px; display: inline; list-style-type: none; list-style-image: none; background-image: none;' class='custom_pager_index'><span style='margin: 0px 2em;' class='custom_pager_index'>6 of 162</span></li><span class='Apple-converted-space'> </span><li style='margin: 0px; padding: 0px; display: inline; list-style-type: none; list-style-image: none; background-image: none;' class='last custom_pager_next'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' class='custom_pager_next' href='/node/652'>next ›</a></li></ul></div></div><div style='border-bottom: 1px solid rgb(187, 187, 187); margin: 10px 0pt; padding: 10px; background-image: url(http://www.21centuryconnections.com/themes/common/images/bg_home_section_left.png); background-repeat: no-repeat; background-color: rgb(255, 255, 255);' class='block block-views' id='block-views-News_Block'><h2 style='margin: 0px; padding: 10px 10px 0px; font-size: 11px;'>Latest News in Digital Learning</h2><div class='content'><div class='view view-News-Block'><div class='view-content view-content-News-Block'><div class='item-list'><ul style='margin: 0px; padding: 0px 0px 0.25em 1em;'><li style='margin: 10px 0pt 0.25em -10px; padding: 0pt; list-style-image: none; list-style-position: outside; list-style-type: none;'><div class='view-item view-item-News-Block'><div class='view-field view-data-node-title'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' href='/node/673'>TIMMS Results Show Progress</a></div></div></li><li style='margin: 10px 0pt 0.25em -10px; padding: 0pt; list-style-image: none; list-style-position: outside; list-style-type: none;'><div class='view-item view-item-News-Block'><div class='view-field view-data-node-title'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' href='/node/668'>Classroom by Classroom, Tech Tools Bring Change</a></div></div></li><li style='margin: 10px 0pt 0.25em -10px; padding: 0pt; list-style-image: none; list-style-position: outside; list-style-type: none;'><div class='view-item view-item-News-Block'><div class='view-field view-data-node-title'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' href='/node/665'>Annotate and Store Custom Google Results</a></div></div></li><li style='margin: 10px 0pt 0.25em -10px; padding: 0pt; list-style-image: none; list-style-position: outside; list-style-type: none;'><div class='view-item view-item-News-Block'><div class='view-field view-data-node-title'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' href='/node/661'>SETDA's 2020 Vision Released</a></div></div></li></ul></div></div><div style='text-align: right;' class='more-link'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' href='/news'>Read more</a></div></div></div></div><div style='border-style: none; border-bottom: 1px none rgb(187, 187, 187); margin: 0px 0px 20px; padding: 20px 10px 10px; background-image: url(http://www.21centuryconnections.com/themes/common/images/bg_aboutus.png); background-repeat: no-repeat; background-color: rgb(204, 221, 235);' class='block block-block' id='block-block-15'><div class='content'><p style='margin-top: 0.5em; margin-bottom: 0.9em;'><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' href='/aboutus'><span style='margin: 0px auto; font-weight: bold; font-size: 14px;' class='title'>About Us</span></a></p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>Beyond the basics, students will need 21<sup>st</sup><span class='Apple-converted-space'> </span>century competencies to survive and thrive in the future. They will have to know how to think critically, apply knowledge to new situations, analyze information, understand new ideas, communicate effectively, collaborate, solve problems, and make decisions. School districts are looking for ways to help students acquire these new skills while they also address NCLB mandates.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>This 21st Century Connections site links students, teachers and administrators to the latest resources, creative tools and educational leaders behind digital learning. Provided by Lenovo, Adobe, Intel and Futurekids, the site is hosted by Technology & Learning, NewBay Media.</p><p style='margin-top: 0.5em; margin-bottom: 0.9em;'>Visit our other sites:</p><ul style='margin: 0px; padding: 0px 0px 0.25em 1em;'><li><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' target='_blank' href='http://www.techlearning.com/'>TechLearning</a></li><li><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' target='_blank' href='http://www.k12blueprint.com/'>K-12 Computing Blueprint</a></li><li><a style='font-weight: bold; color: rgb(51, 102, 153); text-decoration: none;' target='_blank' href='http://www.schoolcio.com/'>School CIO </a></li></ul></div></div></span></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-20490062519174183572008-12-17T22:40:00.000+01:002009-03-05T09:13:55.107+01:00Fire ting å huske for Skoleledere og ICT<div xmlns="http://www.w3.org/1999/xhtml"><a href="http://www.eschoolnews.com/news/top-news/index.cfm?i=56397">http://www.eschoolnews.com/news/top-news/index.cfm?i=56397</a><br /><br /><div style="width: 200px; float: left; clear: left;"><br /><br /><table style="padding: 10px 10px 10px 0px; width: 1px; height: 540px;"><br /> <tbody><tr><td align="center"><br /> <br /> <div class="tablediv"><a onmouseover="return escape('According to legend, President John F. Kennedy sometimes would tell visitors to the Oval Office, "I certainly agree. Now, let´s see if the government agrees."\r\nIt was the 35th president´s way of alluding to the shadow that falls between the idea and the reality. It´s not likely to be different for our 44th president. \r\nNobody knows what reality will bring, but oh, what a difference a day makes--Tuesday, Jan. 20, that is: Inauguration Day. Nowhere is the distinction clearer than in the President-elect´s ideas for education.')" href="http://www.eschoolnews.com/news/top-news/related-top-news/?i=56409;_hbguid=cca718a4-ed3c-4a58-971a-1bb5045ea92b"> </a><strong></strong> </div><br /> </td></tr></tbody></table><br /> </div><div style="width: 3px; float: right; clear: right;" align="right"><table width="3"><tbody><tr><td><br /></td></tr></tbody></table></div><span><p>A new generation of students with vastly<br />different learning needs is redefining expectations for classroom<br />instruction, and a growing emphasis on school accountability is<br />changing the role of the school district IT leader: These were two of<br />the main ideas outlined in a Dec. 10 webcast from the Consortium of<br />School Networking titled "Major Technology Trends that School District<br />CTOs Must Know."</p><br /><p>According to William Rust, research director for the IT research and<br />consulting firm Gartner, there is a new digital divide occurring in<br />schools. Whereas this divide used to refer to whether or not students<br />had access to technology, now it concerns whether schools are using<br />technology effectively to achieve results.</p><br /><p>Rust identified four key trends that school district chief<br />technology officers (CTOs) should be aware of: accountability, the<br />changing nature of learners, the accessibility of technology, and the<br />"internal and external demands" that are now placed on ed-tech<br />executives.</p><br /><p>"If CTOs are thinking about these four factors and how they can keep<br />up with these changes, they'll stay ahead of the divide," he said.</p><br /><p>Regarding the changing nature of learners, Gartner believes that<br />so-called "digital natives" will demand, and need, new types of<br />learning experiences.</p><br /><p>Citing a report by Ian Jukes and Anita Dose of the InfoSavvy Group,<br />Rust said digital native learners prefer (1) receiving information<br />quickly and from multiple resources; (2) parallel processing and<br />multitasking; (3) processing pictures, sounds, and video before text;<br />(4) random access to hyperlinked multimedia information; and (5)<br />interacting and networking simultaneously with many others.</p><br /><p>"The biggest shift we're seeing right now is student preference<br />shifting from print to digital resources," Rust noted. "It's all about<br />the web."</p><br /><p>As for accountability, Rust explained that No Child Left Behind's<br />extensive data tracking and reporting requirements have prompted the<br />use of robust student information systems and data-warehousing<br />strategies in schools. Now, the next logical step will be to apply this<br />same degree of scrutiny to schools' financial data, Gartner believes.</p></span><br /></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-14413421417635992332008-09-24T23:20:00.000+02:002009-03-05T09:13:55.089+01:00Om Finnland, skole og mer<div style="" xmlns="http://www.w3.org/1999/xhtml"><span class="Apple-style-span" style="font-family: verdana; font-size: 10px; line-height: 18px; "><span class="Apple-style-span" style="color: rgb(255, 204, 0);">Artikkel kopiert fra Nettutgave, Dagbladet, 23.sept 2008<br /><a href="http://www.dagbladet.no/art/vaapen/skoledrap/3394478/">Lenke til originalartikkelen</a></span></span></div><div style="color: rgb(255, 255, 255);" xmlns="http://www.w3.org/1999/xhtml"><span style="border-collapse: separate; color: rgb(0, 0, 0); font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 18px; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;font-family:verdana;font-size:78%;" class="Apple-style-span">«<b style="margin: 0px; padding: 0px;">I GÅR BLE</b><span class="Apple-converted-space"> </span><b style="margin: 0px; padding: 0px;">FINLAND</b>skolemassakrenes land. Jokela 2007. Kauhajoki 2008.» Slik innleder sjefredaktør Margareta Björklund i den finske avisa Vasabladet sin kommentar på forsiden av avisa i dag.<span class="Apple-converted-space"> </span> Hun stiller spørsmål mange nå spør seg:<span class="Apple-converted-space"> </span><b style="margin: 0px; padding: 0px;"> Hvordan kunne dette skje? Og hvordan kunne det skje igjen, i vanligvis så fredelige Finland?</b> Björklund skriver at det ikke finnes noen enkle svar på spørsmålet. Men at det er flere delsvar. - Vi vet at det er mange unge i vårt land som har det vanskelig psykisk. Vi vet at ungdomspsykiatrien har for lite penger og skolene for få psykologer. (..) Vi vet at voksne er dårlige til å sette grenser. Vi vet at internett ikke bare har ført godt med seg (..) Og vi vet at Finland er et våpentett land, skriver hun. <b style="margin: 0px; padding: 0px;">FINLAND ER BLITT HOLDT</b>fram som et av landene i Europa med det beste skolesystemet, og landet ligger på topplass på Pisa-undersøkelsene, noe som har fått mange norske lærere og politikere til å se på det finske skolen som et eksempel til etterfølgelse. Men som Björklund skriver: En<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.unicef.fi/files/unicef/pdf/report_card_7_eng.pdf" href="http://www.unicef.fi/files/unicef/pdf/report_card_7_eng.pdf">undersøkelse utført av Unicef</a><span class="Apple-converted-space"> </span>viser at mange finske barn har åpenbare vanskeligheter med sine familie- og vennskapsforhold. Krisepsykolog Atle Dyregrov har undervist om traumer i Finland i nesten tjue år.<span class="Apple-converted-space"> </span> Dyregrov har over en lengre har periode<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.krisepsyk.no/Temasider/trusler/VOLD%20I%20SKOLEN.pdf" href="http://www.krisepsyk.no/Temasider/trusler/VOLD%20I%20SKOLEN.pdf">påpekt samspillet<span class="Apple-converted-space"> </span></a>mellom elevenes tendenser til vold og et skolemiljø som ikke klarer å møte deres utviklingsbehov. <b style="margin: 0px; padding: 0px;">- FINNENE HAR EN SVÆRT TAUS KULTUR</b><span class="Apple-converted-space"> </span>med begrensede uttrykksmuligheter, sier Dyregrov til Dagbladet.no.<span class="Apple-converted-space"> </span> - De sliter med krigstraumer, med høy selvmordsrate og med stort alkoholforbruk. De har en kultur der det å uttrykke sine følelser ikke er vanlig.<span class="Apple-converted-space"> </span> For noen år siden ble tre hundre finner sendt til Danmark for å lære smalltalk, forteller psykologen. - Heller ikke Norge er best i verden når det gjelder å uttrykke seg, men i den norske skolen lærer i alle fall barna ekspressive ferdigheter. I Finland har de et svært gammeldags skolesystem som ikke trener barna i uttrykke følelser i samme grad.<span class="Apple-converted-space"> </span> <b style="margin: 0px; padding: 0px;">DETTE ER TYPISK FOR</b><span class="Apple-converted-space"> </span>den finske folkesjela. Har du et problem, så formidler du det ikke til andre, sier krisepsykologen.<span class="Apple-converted-space"> </span> - Jeg vil ikke si at det finske skolesystemet skaper skytedramaer, men det er en av tingene som forsterker muligheten for det. Vi tenker at i det øyeblikket du er i stand til å formidle det du sliter med til andre, så åpner du porten til hjelpeapparatet. <b style="margin: 0px; padding: 0px;">I likhet med Björklund understreker Dyregrov at det ikke finnes noen enkle forklaringer, men at det er nødvendig å se på både skolesystemet, familie og individuelle faktorer.</b> <i style="margin: 0px; padding: 0px;">- Hvorfor tror du de finske drapsmennene har slått til mot skoler og ikke mot andre institusjoner?</i> - Av samme årsak som i USA. Skolesystemet legger ikke til rette for de som faller utenfor, og følelser stenges ute i stedet for å bli bearbeidet. Mange erfarer at de ikke blir verdsatt av klassekamerater og lærere, og dersom de tar opp et problem, behandles det insensitivt. Dette skjer fra man er seks-sju år til man når voksen alder. Samtidig er dette en lang periode av livet der man tilbringer mesteparten av all våken tid på skolen. <i style="margin: 0px; padding: 0px;">- Skaper dette en potensielt farlig avmaktsfølelse?</i> - Ja, men det er viktigere å huske på at dette fratar mange følelsen av å ha en verdi. Verdi bekreftes gjennom samspill mellom sosiale omgivelser. Dersom du føler at du skyves unna, ikke hører til eller kanskje mobbes, så har du noen av byggesteinene som er på plass for å forklare det som skjer ved skolemassakre. <b style="margin: 0px; padding: 0px;">IFØLGE FINSK POLITI</b><span class="Apple-converted-space"> </span>la Saari igjen flere brev der han skriver at han planla ugjerningen i flere år. - Jeg hater menneskeheten og den menneskelige rasen, og løsningen er Walther.22, skriver han i en av beskjedene. - I går sa mange eksperter at folk som skyter sine medelever på den måten som vi har sett i Kauhajoki, er ute av stand til å føle noe som helst når de skader andre, sier Atle Dyregrov.<span class="Apple-converted-space"> </span> - Men vi må ikke glemme at empati er noe vi lærer. Hvis vi ikke blir stimulert, så blir ikke denne delen av hjernen utviklet. Det er samspillet mellom barn og deres nære omgivelser som utvider barnas kapasitet til å føle empati med hverandre, konstaterer han. <b style="margin: 0px; padding: 0px;">UNGE I FINLAND ER<span class="Apple-converted-space"> </span></b>blant verdens mest selvdestruktive,<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.lapsiasia.fi/Resource.phx/lapsiasia/english/documents/publications/suicidesinfinland.htx.i1318.pdf" href="http://www.lapsiasia.fi/Resource.phx/lapsiasia/english/documents/publications/suicidesinfinland.htx.i1318.pdf">viser en rapport</a>skrevet av forskeren Tuula Uusitalo for det finske barneombudet. Ifølge tall fra Verdens helseorganisasjon er selvmordsraten blant unge finske menn femte høyest i verden, og blant unge kvinner er Finland nummer to på lista. Antallet selvmord blant unge øker, til tross for at den totale selvmordsraten stadig synker. 103 av 997 som tok sitt eget liv i Finland i 2005 var under 24 år. <b style="margin: 0px; padding: 0px;">Uusitalos rapport viser at 10-15 prosent av unge finner tenker ofte og seriøst på å ta sitt eget liv, og 3-5 prosent har forsøkt å forlate livet ved egen hjelp.<span class="Apple-converted-space"> </span></b> Den klart hyppigste faktoren til selvmord blant unge finner er depresjon og sosiale problemer som følge av dette, viser rapporten. Omkring 75 prosent av de som tar sitt eget liv i Finland har symptomer på depresjon, og mange har vært kronisk depressive. <b style="margin: 0px; padding: 0px;">FINNENES BERYKTEDE FORKJÆRLIGHET FOR FLASKA</b><span class="Apple-converted-space"> </span>er også en negativ faktor i det finske samfunnet.<span class="Apple-converted-space"> </span> Siden 2004 har prisen på alkohol sunket kraftig i Finland, som et mottiltak mot den billige importen av øl og sprit fra Estland. Dette resulterte i et økt forbruk. Ifølge<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.stat.fi/til/ksyyt/kuv_en.html" href="http://www.stat.fi/til/ksyyt/kuv_en.html">Det finske statistikkbyrået</a>, ble alkohol i 2006 den ledende dødsårsaken for både menn og kvinner i arbeidsdyktig alder (mellom 16 og 64 år). <b style="margin: 0px; padding: 0px;">- Blant unge finner har vi imidlertid sett en annen utvikling. Unge i dag velger bort alkohol. Færre drikker alkohol totalt sett, og færre drikker alkohol hyppig, sier Salme Ahlström ved forskningsinstituttet Stakes i Helsinki.</b> Alström har<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://nat.stakes.fi/NR/rdonlyres/D2E4E675-FD94-46BA-8292-D2BFFAF81BAD/0/Ahlstr%C3%B6mEtAl0108.pdf" href="http://nat.stakes.fi/NR/rdonlyres/D2E4E675-FD94-46BA-8292-D2BFFAF81BAD/0/Ahlstr%C3%B6mEtAl0108.pdf">undersøkt det finske materialet</a><span class="Apple-converted-space"> </span>i den europeiske ESPAD-undersøkelsen, som tar for seg skolelevers rusforbuk. Resultatene slår hull på stereotypien om finske ungdommers alkoholforbruk. - Fram til 2007 var det enkelte regionale skiller mellom by og land, men disse er nå jevnet ut. Når det gjelder foreldrenes utdanning, har den aldri hatt noen større betydning for ungdommers drikkemønster i Finland, sier Alström på telefon fra Helsinki til Dagbladet.no. <b style="margin: 0px; padding: 0px;">FOKUSET PÅ SKYTEVÅPEN</b><span class="Apple-converted-space"> </span>kommer ikke til å forsvinne etter Kauhajoki-massakren.<span class="Apple-converted-space"> </span> Etter den andre skolemassakren på under ett år varsler statsminister Matti Vanhanen nå at<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.dagbladet.no/nyheter/2008/09/24/547947.html" href="http://www.dagbladet.no/nyheter/2008/09/24/547947.html">landets våpenlover skal gjennomgås</a><span class="Apple-converted-space"> </span>på nytt. <b style="margin: 0px; padding: 0px;">Finland har verdens tredje høyeste våpentetthet, bare slått av USA og Jemen. Det er 55 skytevåpen per 100 innbyggere i vårt naboland, ifølge tall fra 2007. Tettheten er nesten dobbelt så høy som i Sverige.</b> I dagens utgave av den britiske avisa The Guardian skriver redaktøren av finske Ilta-Sanomat Reijo Ruokanen<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.guardian.co.uk/commentisfree/2008/sep/24/finland" href="http://www.guardian.co.uk/commentisfree/2008/sep/24/finland">en kommentar</a><span class="Apple-converted-space"> </span>om finnenes forhold til sine våpen: - Jeg var 15 da jeg fikk mitt første våpen, ei hagle til jakt. Da jeg var 19 hadde jeg tre hagler og ei rifle. Alle var lovlige. Det er<span class="Apple-converted-space"> </span><a style="margin: 0px; padding: 0px;" mce_href="http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2007/CH2%20Stockpiles.pdf" href="http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2007/CH2%20Stockpiles.pdf">mer enn 2 millioner</a><span class="Apple-converted-space"> </span>skytevåpen i Finland. 60 000 nye våpenlisenser utstedes av politiet hvert år, og 800 000 har lisens, skriver redaktøren. Ett av hovedpoengene til Ruokanen er at alle disse lovlige våpnene ikke har gjort spesielt stor skade.<span class="Apple-converted-space"> </span> - 45 mennesker ble drept med kniv i Finland i 2006, 10 ble drept med skytevåpen. Ikke en eneste av dem ble drept av en underårig med et registrert våpen, skriver han.<span class="Apple-converted-space"> </span> Selv etter de to skoledrapssakene kan man fremdeles hevde at å la unge mellom 15 og 18 få ha jaktvåpen ikke utgjør noen sikkerhetsrisiko, mener Ruokanen.<span class="Apple-converted-space"> </span> Norsk våpenlovgivning er relativt lik den finske. Også her kan personer under 18 år søke politiet om å bli erklært skikket til å eie skytevåpen.<span class="Apple-converted-space"> </span> Verken Matti Juhani Saari eller Pekka-Eric Auvinen hadde jaktbakgrunn, og begge var gamle nok til å skaffe seg våpentillatelser på egenhånd.<span class="Apple-converted-space"> </span> <b style="margin: 0px; padding: 0px;">SÅ ER DET NOE GALT MED FINLAND?</b><span class="Apple-converted-space"> </span>Det er et naturlig spørsmål å stille seg når et så lite land gjennomgår to skolemassakrer på mindre enn ett år.<span class="Apple-converted-space"> </span> Men det er også et spørsmål som vanskelig kan besvares.<span class="Apple-converted-space"> </span> <b style="margin: 0px; padding: 0px;">Det som er klart, er at mange finner har sosiale problemer de ikke så lett finner en vei ut av, enten det gjelder psykiske lidelser, mobbing eller alkoholmisbruk.</b><span class="Apple-converted-space"> </span> Dette er imidlertid problemer som også gjelder for Norge, om enn i litt mindre målestokk.<span class="Apple-converted-space"> </span> Den høye våpentettheten er riktignok særegen for Finland, og å ha et våpen tilgjengelig er en forutsetning for å kunne skyte noen.<span class="Apple-converted-space"> </span> <b style="margin: 0px; padding: 0px;">Men ingenting i forskningen tilsier at det som skjedde i Jokela i 2007 og i Kauhajoki i går skyldes noe som er særegent for Finland.</b><span class="Apple-converted-space"> </span> Det er ikke bare i Finland personer sliter med depresjoner, mobbing, selvmordstanker, hat eller hva det nå kan være som har gjort to skolegutter til massedrapsmenn. Og det kunne nok like gjerne ha skjedd her til lands</span></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-25441334141677941702008-07-15T00:27:00.000+02:002009-03-05T09:13:55.069+01:00<div xmlns='http://www.w3.org/1999/xhtml'>This article defines key points<br /> needed to build rock-solid knowledge for lifetime. Some points may be obvious to you, some<br /> may be new. Those which require further discussion provide links to further materials on<br /> this website and on the net. This article is also available in Simplified<br /> English: <a href='http://www.supermemo.com/archive/2000/power1.htm'>Six steps to excellent memory</a><br /> <br /><br /><br /><br /><p>If you have found this place in the vast cyberspace of the web, you<br />are probably not the one to convince that knowledge is power, and that solutions to most<br />problems facing humanity could be found if we were armed with more understanding of how<br />the world works. While knowledge is power, information can be overpowering. An increasing<br />proportion of the population suffers from Information Fatigue Syndrome, i.e. from stress<br />related to being overwhelmed with an unmanageable glut of information.</p><br /><br /><p>This text introduces you to simple steps toward managing information<br />and toward rock-solid knowledge. No cheap miracles. Just a clear and straight approach<br />based on facts and science. Within the bounds of the possible.</p><br /><br /><p>I have been working on the problem of effective learning for 16<br />years now since, as a student of molecular biology, I first understood how I could greatly<br />change the quality of all my actions were I able to improve the recall of what I studied<br />for exams (and not only). <br/><br />Now, I would like to share my experience with you for one major reason: I want to see more<br />people enjoy the blessing of empowering knowledge. If we all could learn and understand<br />more, the world would definitely look better for all of us. Although I represent a company<br />that is involved in commercial distribution of software tools and material for enhanced<br />learning, I guarantee that after going through my 20-minute course you will be<br />armed to<br />experience noticeable improvement in your learning ability without spending a penny!</p><br /><br /><p>You may find the first three points obvious. Please do not<br />stop reading if this is the case.</p><br /><br /><p>This is the shortest path to empowering knowledge: <br /><br /></p><ol><li><strong>Nurse your hunger for knowledge </strong>- if your motivation for<br /> getting knowledge is weak you can stop reading this text. The rest of my advice will not<br /> work. Your motivation cannot be shallow (like for passing an exam, showing off at a party,<br /> impressing the boss, etc.). You have to find the clear-cut link between knowledge and the<br /> value it brings to life. Do you like science programs? Are you interested in how your<br /> computer works? Do you surf the net looking for news? If the answer is <em>yes</em>, you<br /> are probably on the right track. Can you spend more than 30 minutes on a totally<br /> uncreative and non-intellectual activity (e.g. gossip, adult magazines, unadulterated<br /> laziness, etc.)? If <em>yes</em>, you may have a motivational problem. The hunger for<br /> knowledge grows as you get more educated (the more you know the more you know you don't<br /> know). So there is an excellent remedy for poor motivation: learn more and see how it can<br /> impact your and others' life. Research shows that <a href='http://www.supermemo.com/english/iq.htm'>strong<br /> motivation may actually count more than your IQ</a>. Do not forget about<br /> your health! A strong body makes it easier to nurture a well motivated mind<br/><br /> <br/><br /> </li><li><strong><a name='Identify what you really need'>Determine what you<br /> really need to know</a> </strong>- you must first clearly identify the areas of knowledge that are<br /> most likely to positively influence your future. You will not even be able to skim the<br /> surface of the world's knowledge resources in your lifetime! The earlier you realize this<br /> the faster you will reach the point at which you will see that three well-selected pieces<br /> of knowledge may have the power to blast the entire shelf of ill-picked books. You must<br /> first see how much time you can spend on learning daily. Only a lucky few can afford to<br /> learn new things for more than an hour per day. If this is the case with you, the problem<br /> of knowledge selection is yet more burning. Take a long-term perspective. Do not get<br /> obsessed with learning just one subject, e.g. English, Excel or Economics! To assume a<br /> responsible position in society, you will need strong general knowledge on health,<br /> sociology, history, natural sciences, etc. Only those who can grasp the full picture are<br /> well positioned to be successful in their efforts<br/><br /> <br/><br /> </li><li><strong>Locate sources of information </strong>- unless you are in<br /> your student years, going through a collection of thick books may not be the best way to<br /> accomplish your goals. Limited time gives preference to an incremental approach. You can<br /> study lots of sources in parallel and pick only information of the highest priority. Have<br /> you discovered the power of the Internet? Lots of answers can now be found on the<br /> net (as this article: short, free, and, hopefully, making an impact). Obviously<br /> you should cast your net wide. TV, news magazines and the library are still irreplaceable<br /> in many areas. See also: <a href='http://www.supermemo.com/articles/devour.htm'>Devouring knowledge</a> and <a href='http://www.supermemo.com/help/read.htm'>Incremental<br /> reading</a> to find out about<br /> efficient strategies for collecting, prioritizing and processing knowledge from the<br /> web<br/><br /> <br/><br /> </li><li><strong>Formulate knowledge for active recall</strong> - this is the<br /> first point on the list that will require some convincing. Effective learning must be<br /> based on <strong>repetition</strong>. Otherwise whatever you learn will sooner or later be<br /> forgotten. Do not trust theories which tell you that you can develop memories lasting for<br /> lifetime! Everything you remember for life is somehow rehearsed by your memory (even if<br /> you are not aware of the repetition). The concept of <em>permastore</em> (indelible<br /> memory) is true only if you understand it as long-lasting memories that reach beyond your<br /> expected lifespan. No acquired memories last for ever; as a result, <strong>repetition is<br /> necessary to remember</strong>. <br/><br /> <br/><br /> An effective repetition must be based on <a href='http://www.supermemo.com/help/g.htm#active%20recall'><strong>active<br /> recall</strong></a>. This means that your brain must generate the answer.<br /> You cannot just<br /> passively process information. It is not enough to read that <em>George Washington was the first US<br /> president</em>. You need a question! For example: <em>Who was the first US president</em>?<br /> You will be disappointed to find out that most of the learning material available<br /> worldwide still does not comply with active recall! Additionally, whatever is based on active<br /> recall may not meet your expectations. Do you like running through exercises at the end of<br /> a course book? Probably not. The painful truth is that you will certainly have to formulate<br /> most of the knowledge yourself. After all, you will be getting it from various sources:<br /> CNN, Internet, Newsweek, encyclopedias, business journals, science journals, etc. These<br /> sources are not best suited for learning. They do not comply with the active<br /> recall principle. <strong>The<br /> time you invest in formulating knowledge for active recall will be returned manifold as<br /> long as you stick with the remaining principles of the presented formula for<br /> success in learning!</strong> (esp.<br /> <a href='http://www.supermemo.com/articles/power.htm#Identify%20what%20you%20really%20need'>Point 2: selecting only material that<br /> you need</a>, and <a href='http://www.supermemo.com/articles/power.htm#Repeat%20the%20material'>Point 5: repeating it in a<br /> rational manner</a>). You will yet need lots of time to perfect the skill of adequately<br /> formulating knowledge for learning. You will find more details in <strong><a href='http://www.supermemo.com/articles/20rules.htm'>The 20 rules of formulating knowledge in learning</a></strong><br /> (including Tony Buzan's mind maps, cloze deletion, handling enumerations, etc.)<br/><br /> <br/><br /> </li><li><strong>Use spaced repetition (i.e. <a name='Repeat the material'>repeat the material</a> in<br /> properly selected intervals of time)</strong> - this point is most likely to enhance your<br /> learning skills even if you are a seasoned student! As mentioned earlier, you must repeat<br /> the learned material to make sure it really remains in your memory. The most difficult<br /> problem to solve is how to properly select the timing of repetitions. This problem has<br /> been solved for you and is immediately available as the SuperMemo method of fast learning<br /> (the name <a href='http://www.supermemo.com/help/g.htm#SuperMemo'>SuperMemo</a> is derived from super memory and<br /> has nothing to do with memos). You can start using SuperMemo in minutes. You have three<br /> options, two of which are free:<ul><li>you can read <a href='http://www.supermemo.com/articles/paper.htm'>Using SuperMemo without a computer</a><br /> and start using the method today</li><li>you can download older versions of <a href='http://www.supermemo.com/articles/soft/free.htm'>SuperMemo<br /> freeware</a></li><li>if you have a credit card, you can <a href='http://www.super-memo.com/supermemo/supermemo84.html'>order<br /> SuperMemo in minutes</a> (Windows, Palm, Pocket PC, etc.)</li></ul><br /> <p>Once you learn how to use SuperMemo, you will remain for ever free<br /> of worries about being or not being able to remember the knowledge you learn. In newer<br /> versions of SuperMemo software, you can even tell the computer what proportion of<br /> knowledge you want to retain in memory (<a href='http://www.supermemo.com/help/fi.htm'>between 90-99%</a>)<br/><br /> </p><br /> </li><li><strong>Do not neglect knowledge management</strong> - once you start<br /> learning using the previously mentioned principles, you must not forget that your needs<br /> change in the same way as the world around you. This fact must find its reflection in<br /> learning! Repetitions of the learned material must become a standard fixture in your daily<br /> schedule. This time will be spent well if you carefully make sure at each repetition that<br /> the material you learn is really worth the time you put in it. It must be up-to-date,<br /> useful, and properly formulated. You may be saving 70-90% of your time if you remove or<br /> reformulate the hardest 5% of your learning material! The<br /> newest version of SuperMemo (see <a href='http://www.supermemo.com/help/pictures.htm'>pictures</a>)<br /> makes it possible to reschedule, postpone, dismiss, reedit<br /> or simply delete all material whose place in the learning process is changing. For more<br /> information about effective learning based on active recall and SuperMemo read: <a href='http://www.supermemo.com/articles/decalog.htm'>Learning Decalog</a><br/><br /> </li></ol><br /><br /><p>You may be now skeptical of whether the above procedure is really<br />worth the initial investment of time and adapting your mind to a new approach: <br /><br /></p><ul><li>Is knowledge really so central to my life?</li><li>Is this active recall idea really critical? Why should I reformulate<br /> whatever I hear or read? Isn't it an awful waste of time?</li><li>Is the SuperMemo method really a must? Aren't my currently used<br /> methods sufficient? Reading a 5-page article, searching for shareware or shelling out a<br /> couple of dollars might be barriers many of you will not be ready to pass! Sticking with<br /> regular repetitions may be an even steeper obstacle</li></ul><br /><br /><p>I have devoted all my academic and professional life to promoting<br />the above approach and I guarantee results to anyone who will have the will to try and the<br />persistence to continue. If you have any doubts, please do not hesitate and write to<br /><a href='http://www.supermemo.com/english/contact.htm'>SuperMemoMail</a> with your<br />questions</p><br /><br /><p><strong><font size='4'>Further reading</font> <br /><br /></strong> <br /><br /></p><ul><li><a href='http://www.supermemo.com/articles/devour.htm'>Devouring knowledge</a> - how to maximize the speed<br /> of learning</li><li><a href='http://www.supermemo.com/articles/genius.htm'>Roots of genius and creativity</a> - how to maximize<br /> one's creative powers</li><li><a href='http://www.supermemo.com/articles/20rules.htm'><font size='3'>20 rules of formulating knowledge</font></a><br /> <font size='3'><br /> - some tricks that will help you remember better</font></li><li><font size='3'><a href='http://www.supermemo.com/articles/sleep.htm'>Good sleep for good learning</a> -<br /> basic knowledge on the importance of sleep for learning</font></li><li><a href='http://www.supermemo.com/articles/kowal.htm'><font size='3'>Forget about forgetting</font></a> <font size='3'> - popular<br /> scientific article about the role of repetition in learning</font></li><li><a href='http://www.supermemo.com/articles/decalog.htm'><font size='3'>Learning </font></a><a href='http://www.supermemo.com/articles/decalog.htm'><font size='3'>Decalogue</font></a> <br /> <font size='3'>- ten<br /> commandments of effective learning with SuperMemo</font></li><li><font size='3'><a href='http://www.supermemo.com/help/read.htm'>Incremental reading</a> - how to<br /> use SuperMemo to read many articles at the same time and convert them<br /> to lasting knowledge</font></li><li><a href='http://www.supermemo.com/articles/spotl.htm'><font size='3'>Build your vocabulary</font></a> <font size='3'> - an article<br /> about using SuperMemo for learning vocabulary</font></li></ul><br /><br /><p align='center'><img height='471' width='778' border='0' src='http://www.supermemo.com/images/mindmap.jpg'/></p><br /><br /><p align='center'><font color='#000000' size='2'>(<em>Six Steps </em>mind map<br />generated in <a href='http://www.mindman.com/'>Mind Manager 3.5</a>, imported to SuperMemo<br />2004, courtesy of John England, </font><small><a href='http://www.team-link.org/'>TeamLink Australia Pty Ltd</a>)</small></p><br /><br /><p><font size='3'>See also: <a href='http://www.supermemo.com/english/links.htm'>Recommended websites</a></font><br /></p></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-5387768866529765392008-07-11T18:15:00.000+02:002009-03-05T09:13:55.052+01:00Saddles and names<div xmlns='http://www.w3.org/1999/xhtml'><p>Danny Gray and Mustang mainly specialize in benches and saddles for<br />cruisers. Danny Gray makes some very nice two up seats for cruisers and<br />Mustang makes a wide variety of motorcycle seats with a more vintage<br />and stock look but with much improved comfort for the rider.</p><br /><p>So when you decide to replace your OEM seat with a new one you might<br />want to take a look at Crobin, Sargent, Danny Gray or Mustang for a<br />quality replacement. Generally prices currentyl range from $250 to $500<br />and up for a quality custom saddle.</p></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-60170070485648463432008-07-05T21:16:00.000+02:002009-03-05T09:13:55.035+01:00Salvador Dali Muesum, Figueres<div xmlns='http://www.w3.org/1999/xhtml'><table cellspacing='0' cellpadding='0' width='100%' summary='' class='taula_titol'><tbody><tr><td><img border='0' alt='Figueres: Teatre Museu Dalí' src='http://www.salvador-dali.org/media/comu/en_tit_figueres.gif'/></td><br /> <td style='text-align: right;'><a class='imprimir' href='javascript:print();'>Print</a></td><br /> </tr><br /> </tbody></table><br /> The<br />Dalí Theatre-Museum, the largest surrealistic object in the world,<br />occupies the building of the former Municipal Theatre, a 19th century<br />construction which was destroyed at the end of the Spanish Civil War.<br />On its ruins, Dalí decided to create his museum.<br/></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-81309980025730012572008-07-05T20:35:00.000+02:002009-03-05T09:13:55.017+01:00Untitled<div xmlns='http://www.w3.org/1999/xhtml'><small><font face='sans-serif'><big><big>Konferanse/ seminar, Skal- skal-ikke.</big></big><br/>Pris: 950,- pr dag, inkl lunsj.<br/>Overnatting: Det er mulig å bestille rom på Radisson SAS Hotel Caledonien.<br/>Ved stor pågang kan noen få tilbud om rom på Hotel Norge ca<br/>150 meter fra Hotel Caledonien.<br/>Betaling: Konferanseavgift betales til konto 5081 05 78669 – merk<br/>med ditt navn og konferanse-08.<br/>Påmelding: marte.eriksen@kpf.no<br/>Ved påmelding til konferansen sender vi oversikt over de ulike parallellseminarene<br/>og skjema for avkrysning av dine ønsker.<br/>Kontakt oss: 22 34 09 32 eller marte.eriksen@kpf.no<br/>Frist for påmelding og betaling av seminaravgift er 12.september. PÅMELDING</font></small><br/></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-4347923752963006642007-12-21T17:47:00.000+01:002009-03-05T09:13:54.996+01:00Microsoft Podcast in EducationHer kan du finne noen WebCast's om å <a href="https://register.worktankseattle.com/EDU/">bruke nettet i læring</a>. Microsoft, så klart.Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-30373316545593581952009-01-23T23:49:00.000+01:002009-03-05T09:13:54.976+01:00Pedagogikk i det digitale samfunnet<div style="width:425px;text-align:left" id="__ss_339713"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/arne/lring-i-det-digitale-nettsamfunnet?type=powerpoint" title="Læring i det digitale nettsamfunnet">Læring i det digitale nettsamfunnet</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=itslearningbrukerkonferanse08a-1207552127013256-9&stripped_title=lring-i-det-digitale-nettsamfunnet" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=itslearningbrukerkonferanse08a-1207552127013256-9&stripped_title=lring-i-det-digitale-nettsamfunnet" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">presentations</a> or <a style="text-decoration:underline;" href="http://www.slideshare.net/upload?type=powerpoint">upload</a> your own. (tags: <a style="text-decoration:underline;" href="http://slideshare.net/tag/skole">skole</a> <a style="text-decoration:underline;" href="http://slideshare.net/tag/ikt">ikt</a>)</div></div><img style="visibility:hidden;width:0px;height:0px;" border=0 width=0 height=0 src="http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bHQ9MTIzMjc1MDc5ODQzNyZwdD*xMjMyNzUwOTkwODMwJnA9MTAxOTEmZD*mbj1ibG9nZ2VyJmc9MiZ*PSZvPTBiMjQzNjE*Nzg3MTRhNTI4ZjI2OGEyNmJiYThkMzdj.gif" />Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-49169954869090664792009-01-23T22:00:00.000+01:002009-03-05T09:13:54.959+01:00Twitter for bruk i klasserommet.Slidesharepresentasjon om bruk av Twitter og microblogging i klasserommet.Både hvorledes og hvorfor. <br /><br />Les denne!<div style="width:425px;text-align:left" id="__ss_595208"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/maggiev/twitter-for-educational-purposes-a-tutorial-presentation?type=powerpoint" title="Twitter for educational purposes -A tutorial">Twitter for educational purposes -A tutorial</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=m9-twitter-1221226890022355-9&stripped_title=twitter-for-educational-purposes-a-tutorial-presentation" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=m9-twitter-1221226890022355-9&stripped_title=twitter-for-educational-purposes-a-tutorial-presentation" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">presentations</a> or <a style="text-decoration:underline;" href="http://www.slideshare.net/upload?type=powerpoint">upload</a> your own. (tags: <a style="text-decoration:underline;" href="http://slideshare.net/tag/school2-0">school2.0</a> <a style="text-decoration:underline;" href="http://slideshare.net/tag/howto">howto</a>)</div></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-8325702636739187322009-01-23T21:57:00.000+01:002009-03-05T09:13:54.933+01:00Web 2.0 verktøy i klasserommet. eng.Se på denne slideshare- presentasjonen.<br />Hvorledes og hvorfor studenter og lærere bør bruke sosiale nettsteder og samarbeide på Internett. Engelskspråklig<div style="width:425px;text-align:left" id="__ss_29581"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/markwoolley/web-20-tools-in-your-classroom?type=powerpoint" title="Web 2.0 Tools in Your Classroom">Web 2.0 Tools in Your Classroom</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=web-20-tools-in-your-classroom-3779&stripped_title=web-20-tools-in-your-classroom" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=web-20-tools-in-your-classroom-3779&stripped_title=web-20-tools-in-your-classroom" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">presentations</a> or <a style="text-decoration:underline;" href="http://www.slideshare.net/upload?type=powerpoint">upload</a> your own. (tags: <a style="text-decoration:underline;" href="http://slideshare.net/tag/read">read</a> <a style="text-decoration:underline;" href="http://slideshare.net/tag/write">write</a>)</div></div>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0tag:blogger.com,1999:blog-4334308933412315636.post-30477203162377482062008-06-08T22:53:00.000+02:002009-03-05T09:13:54.915+01:00Lærende skoler, 4 artikler om skoleutviklingUDIR sitt initiativ: Foreløpig <a href="http://skoletor.wordpress.com/">4 artikler om skoler og skoleutvikling</a> (<span style="font-family:courier new;font-size:78%;">Lenket til Skoletor.wordpress.com)</span>Torhttp://www.blogger.com/profile/16290941713430341006noreply@blogger.com0