First Place with 15 Votes – Congratulations to Pat Germelman for coming up with a great description. I’ll send this over to Jane shortly so she can update the list.
“A Content Sharing and Conversation Platform”
Second Place with 11 Votes – It was close @Morgaine
“Backbone of your personal learning environment”
A huge thanks for the community support everyone; it’s a testament to the real power of Amplify. As a small reward, take a couple of minutes from your hectic schedules and enjoy this short video, it’s just for you (all – Ampster’s ROCK!
PS. Don’t forget to cast your votes on Jane’s list, after-all, that was really the whole reason behind this (long) conversation!
The final result list can be seen here…
Today I gave Amanda a virtual tour of Amplify after she showed interest on #Lrnchat. Her follow-up blog post is well worth a read.
Follow Amanda on Amplify at http://amandafenton.amplify.com/
Immediately after today’s #lrnchat, I connect with learnscape architect Paul Simbeck-Hampson who graciously took an hour of his time to orient me to Amplify. I had seen Paul tweet about it earlier in the week but wasn’t too sure how it would integrate with my PKM. After seeing him evangelize about it during #lrnchat, I decided to find out more. Thanks to screen sharing in Skype and my hastily scribbled mindmap notes, here are some of my main take-aways:Read more at reflectionsofaliteraryjourney.blogspot.com
I wrote a post recently ‘Amplify rising the charts‘ in relation to Jane Hart’s The Emerging List of Top 100 Tools for Learning 2010 - Today I revisited the site to see how Amplify was fairing in the list and was a little disappointed to see that it had dropped down to place number 64. While looking at the list I realised that the description “Conversations around news etc‘ didn’t really do Amplify full justice.
I contacted Jane this afternoon and she asked me to provide a better version in less than six words; it needs to fit into the space above with a maximum of 5 or 6 words. While thinking of a few strap-lines myself, it occurred to me that perhaps it would be better to open up suggestions to the talented Amplify community.
So here’s the challenge Ampsters’ – come up with a new strap-line that better describes what Amplify is. I’d suggest that we add a time restraint of 24 hours for ideas, after which time I’ll create a new polling post with the responses. The voting will be open for another 24 hours and on Friday I’ll send the most popular entry over to replace the existing one in the list.
So get your thinking caps on peeps and leave your ideas in the comments.
Important post for educators, teacher, parents and students themselves…
Education has become, in many cases, a results only based scenario. I’m personally dismayed with the amount of effort that is given to passing memory style tests that clearly do not benefit the long term learning of students. It appears that change (if not revolution) in education is occurring, although ever-so slowly, hope this article helps to spell it out loud and clear.
Pupils do better at school if teachers are not fixated on test results
Children perform best in exams when teachers are not overly concerned about their test results, according to research published today.
The word “learning” was rarely heard in classrooms, he said, while teachers were more worried about their pupils’ performance in exams. They had resorted to narrowing the curriculum and drilling pupils for tests, Watkins argued, and this made the students less motivated.
In one study, some teachers were told to help pupils learn while others were told to concentrate on ensuring that their pupils performed well. The students under pressure to perform well obtained lower grades than those who were encouraged to learn.
John Holman, the director of the National Science Learning Centre, said preparing pupils for exams might lead to good grades, but this could be “at the expense of long-term learning and comprehension”.
Having an interesting/strange/semantic conversation on Twitter about the word ‘hacking’ and its relationship to creativity and programming this evening.
Would like to poll the question to a wider audience, so please also RT with your comment… thanks.
.@simbeckhampson why is that worrying? hacking is a form of creativity, something I try to encourage in teens I work with.
.@simbeckhampson not at all. I think you have a very narrow view of what hacking entails/requires. Have you ever taught kids programming?
Perhaps my hacker friends can help @simbeckhampson understand that hacking ≠ evil but does facilitate creativity.
.@simbeckhampson You’ll have to read her published work to understand what I mean, then. And no, NOT all forms of hacking are illegal.
.@simbeckhampson you have “cognitive development” & “learning” in your profile. I’m very surprised you think so negatively about hacking.
.@simbeckhampson Sure, I’ll ask my Twitter network right now. That’s 1,480 people (in theory).
Hey Polly peeps: do the words “hacking,” “tinker,” or “manipulate” seem dark/negative to you? do they sound illegal? cc @simbeckhampson
Want to transform your organisation using Social Media?
Think about this first: the secret to Social Media success is… you have to love people and sharing and learning and community and engagement and transparency and collaboration…
Urh.. No? Then save your time and money and do something else… really!
A long article, but worth reading for those interested in teaching and education.
“We need to educate young people to be responsible with technology, to learn to see the dangers and not be a bully.” ~ Lilian Soon
Mobile technology for learning is most definitely a big part of the future!
ICT – Ringing the changes
Features | Published in TES Magazine on 9 July, 2010 | By: Sara Parker
Traditionally regarded as a classroom menace, mobile phones are now
being recognised as a learning aid with immense potential, as Sara Parker
Also noted was how teen brains react with alcohol and cannabinoid’s -
“We make the point that what you did on the weekend is still with you during that test on Thursday. You’ve been trying to study with a self-induced learning disability.”
The Teen Brain
How can teens be so clever, accomplished, and responsible—and reckless at the same time? Easily, according to two physicians at Children’s Hospital Boston and Harvard Medical School (HMS) who have been exploring the unique structure and chemistry of the adolescent brain. “The teenage brain is not just an adult brain with fewer miles on it,” says Frances E. Jensen, a professor of neurology. “It’s a paradoxical time of development. These are people with very sharp brains, but they’re not quite sure what to do with them.”
By raising awareness of this paradoxical period in brain development, the neurologists hope to help young people cope with their challenges, as well as recognize their considerable strengths.