mercoledì 24 dicembre 2014

#pec #miur posta elettronica certificata miur



https://webmail.pec.istruzione.it/

  • Controllare la tua casella di posta elettronica da qualsiasi postazione internet;
  • Gestire ed organizzare tutti i tuoi messaggi;
  • Aggiungere e impostare le regole di posta;
  • Gestire la rubrica e organizzare i tuoi contatti;

mercoledì 17 settembre 2014

#rtw / Auto elettriche: arriva Strati, veicolo creato con una stampante 3D

Niente catena di montaggio, niente robot né operai al lavoro, perché per creare un’automobile in futuro potrebbe essere sufficiente una stampante 3D. Forse non sarà così semplice, ma intanto i primi modelli realizzati sfruttando questa tecnologia sono realtà, come confermato da Strati, una vettura elettrica“stampata” da Local Motors sulla base di alcuni progetti selezionati nell’ambito del concorso “Local Motors’ 3D Printed Car Design Challenge”.
Strati, una biposto con carrozzeria dune buggy, corpo vettura unico e sedili smontabili, sarà stampata nel corso dell’International Manufacturing Technology Show nel giro di sei giorni, ovvero il tempo corrispondente alla durata dell’evento.
Tutti i suoi componenti ammontano a 40 unità e possono essere stampati tramite tecnologia di riproduzione in 3D, anche se potrebbe esserci la necessità di usare delle parti non stampabili nel caso in cui si decida di rinforzare la struttura aggiungendo alcuni supporti in alluminio e in fibra di carbonio, oltre ovviamente al motore elettrico.
Pur essendo un progetto potenzialmente rivoluzionario, laproduzione di Strati è ben lungi dall’essere una novità destinata ad usi concreti nel medio periodo, in quanto la sua costruzione richiede un tempo eccessivo se confrontato con le ore necessarie per la produzione in serie di un’automobile economica tradizionale.
Il suo valore è quindi essenzialmente quello di fungere da prototipo, per poter dimostrare che un’automobile può essere riprodotta per mezzo di una stampante 3D.
17 settembre 2014
Fonte:

giovedì 4 settembre 2014

Da e-learning a m-learning / From e-learning to m-learning / #informaticamobile, #materialididatticimultidispositivo / #convegnosiremsiel14

Supporto dell’informatica mobile

all’apprendimento 

e materiali didattici 

multidispositivo


Da e-learning a m-learning

L’e-learning evolve e si integra con l’m-learning per creare occasioni di formazione anywhere e anytime.
Con m-learning si intende la possibilità di usufruire di contenuti e materiali didattici attraverso dispositivi mobili e la connessione wireless.
I vantaggi offerti sono:
  • l’ubiquità, per poter accedere alla formazione da qualsiasi luogo;
  • la convenienza, perché si possono utilizzare dispositivi di piccole dimensioni e di costi contenuti;
  • l’indipendenza dal luogo di accesso, rendendo ininfluente la distanza dal punto di erogazione della formazione: l’accesso può avvenire in un’aula o un laboratorio universitario oppure da posizioni geograficamente lontane;
  • la personalizzazione dell’apprendimento, per costruire percorsi secondo tempi e ritmi propri.
http://www.lorenzi.info/InformaticaMobile.htm

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 #convegnosiremsiel14 

#oltrelelearning


http://www.siremsiel2014.it/


Perugia 13-15 novembre 2014

Temi del Convegno

  • Politiche agite: implementazione e innovazione delle politiche educative
  • Le ICT nell’innovazione della didattica universitaria
  • I MOOC come sfida per la formazione superiore
  • Forme e processi di conoscenza: ricerca, usi, produzione, gestione
  • Metodi e formati per la didattica integrata
  • Strumenti e pratiche di riconoscimento delle competenze nel raccordo formazione-professioni

mercoledì 27 agosto 2014

i 6 programmi che Bill Gates consiglia agli insegnanti / 18 agosto 2014



6 TOOLS FOR TEACHERS

6 Tools for Teachers

Technology has changed a lot about the way we live and work, but one area stands out as an exception: education. Many teachers still have to use the same tools—blackboards, textbooks, overhead projectors—that their own teachers used decades ago.
That’s beginning to change. New apps, games, and websites are helping teachers work with their students in new ways and making it easier for them to connect with their colleagues.
At the same time, states and districts are increasingly focused on giving teachers better feedback and doing more to help them keep learning. And reforms like the Common Core State Standards are creating a nationwide market that is encouraging more companies to develop innovative tools for teachers.
Thanks to these three trends, I think that in five years the average quality of instruction in America’s schools will be meaningfully better than it is today.
I recently had the chance to spend time with some of the new technology products being designed for teachers. Some of them are focused on teacher training, others on supporting their classroom work or helping administrators give them feedback. Although it’s too early to say which ones are going to break through and reach scale, I thought I would share a few of the ideas that seem especially promising to me.
Of course, I’m not a teacher. What’s really exciting is the way educators are responding to these tools. You can click on the links below to see teachers’ reviews of most of these products on Graphite. And if you’re a teacher who has used one of these, you can add your own comments there as well.
BetterLesson hosts lesson plans for English and math from 170 master teachers. You can search for plans by grade and subject. The master teachers have posted notes about how they use their plans, along with video summaries. You can also see how each lesson applies to a given Common Core standard, and how the lessons connect throughout the year.
ThinkCERCA helps teachers create reading assignments that push their students’ critical thinking skills. For example you can take a topic like the government’s role in promoting good health and assign various texts for different reading levels. Students go through a series of exercises, including constructing an argument and citing evidence from what they’ve just read. Teachers can evaluate their students’ work and assign content to help students with areas where they need to improve, right there in the tool.
LightSail is an e-reader app with a library of 80,000 texts. Students can track their reading progress and earn badges as they go. Teachers can set challenges for their classes and assign tests. They can see who hasn’t been reading lately and compare their class’s progress to others in the same school. (If I were in a class using LightSail today, I might look a little lazy. I still do pretty much all my reading on paper.)
Fine Tune is designed to help teachers practice evaluating their students’ writing assignments. The idea is to let teachers rate sample essays and then give them feedback by comparing their ratings with the ratings given by a panel of experienced teachers.
This is an especially important area, because the Common Core puts such a big emphasis on improving students’ writing skills—not just in traditional writing-intensive courses like English, but in other classes like history and science too. I think the next big challenge in this area is to help teachers give students coaching that helps them become better writers. That’s a tough problem, and I’ll be curious to see how developers approach it.
Many teachers already use Edmodo to communicate with students and make assignments. Edmodo recently expanded by launching a new library of Common Core–related content, such as assessments that help teachers see how their students are doing with the various standards.
BloomBoard is an interesting example of the intersection between teacher feedback and professional development. It’s a repository where administrators can write classroom observations and then connect teachers with resources to help them improve, including videos of really effective educators. Teachers can create their own groups and hold real-time chats about their work. Schools can even analyze their spending on professional development. (The Gates Foundation is an investor in BloomBoard.)

mercoledì 6 agosto 2014

4 Big Things / 7 Learning Zones / #Edutopia


 http://www.edutopia.org/blog/big-things-transformational-teachers-do-todd-finley?utm_source=twitter&utm_medium=post&utm_campaign=blog-big-things-transformational-teachers-do-image


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4 Big Things Transformational Teachers Do




Assistant Editor (Contractor) and Blogger

Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them.
So how do they do that? Let's break it down.

1. Transformational Teachers Create Constructivist Experiences

Instructors tend to use one of two instructional orientations:
  1. Transmission: Where "the teacher's role is to prepare and transmit information to learners" and "the learners' role is to receive, store, and act upon this information."
  2. Transformational: Where students' active engagement in developing knowledge and skills, critical thinking, higher order skills, and communication are facilitated by the instructor.
It is difficult to accomplish transformational teaching without understanding and implementing constructivist pedagogy -- facilitating hands-on experiences -- where students construct meaning through active learning. However, the checklist below suggests some tactics:

What Does Transformational Teaching Look Like?

  1. Have students ask questions and solve real-world problems.
  2. Questions should require students to:
    • Analyze
    • Synthesize
    • Create
    • Empathize
    • Interpret
    • Reference background knowledge
    • Defend alternative perspectives
    • Determine what they know and don't know
  3. Organize students into learning groups.
  4. Make learning segments manageable through modeling and mastery.
  5. Guide, facilitate, challenge, and support.
  6. Let learning transform you.
Constructivist teachers focus on enriching students' perspective on the content by facilitating rich experiences. These themes appear in a survey conducted by Grant Wiggins, in which high school students were asked to complete this phrase: "I learn best when the teacher . . ." One participant wrote the following:
. . . is hands on and doesn't just talk at me. They need to be interested in what they're teaching and encourage class discussions. Not only does this encourage us to use what we learned, it also helps us see the information in a different way.

2. Transformational Instructors Teach Like Scientists, Artists, and Essayists

Transformational teachers know that artful teaching without science lacks efficacy, and scientific teaching without aesthetics lacks vision. Says child psychologist Dr. David Elkind, "The art comes from the teacher's personality, experience, and talents. The science comes from knowledge of child development and the structure of the curriculum." The art and science of teaching work in harmony. Writes Richard Bankert, an eighth grade science teacher, "The best teachers are artists who know the science of teaching."
In contrast to immature teachers who fill a 90-minute class with activities (and ignore targeted objectives), a transformational teachertreats those 90 minutes like a carefully crafted persuasive essay -- with a clear purpose and unique sense of style, a memorable beginning and end, a logical sequence, important content, nimble transitions, and contagious passion. These characteristics persuade students to believe that learning the content and skills really matters.

3. Transformational Teachers Model Symphonic Thinking

To be effective in advancing human potential, teachers need to manifest what Daniel Pink calls "symphonic thinking" -- critically appraising and synthesizing new ideas. Someone with symphony thinking skills is able to do the following:
  • Understand the logical connections between ideas.
  • Identify, construct, and evaluate arguments.
  • Detect inconsistencies and common mistakes in reasoning.
  • Combine different ideas to form a new concept.
  • Identify the relevance and importance of ideas.
  • Reflect on the justification of one's own beliefs and values.
Such thinking is necessary in order for students to thrive in the new economy, according to Pink. It's also necessary for teachers to model.

4. Transformational Teachers Facilitate Productive Struggle

It's hard not to rescue kids when they beg for help. But that altruistic instinct can get in the way of learning. In a Wired Magazine piece, "Telling You the Answer Isn't the Answer," Rhett Allain explains why letting students engage in productive struggle is the unpopular and necessary approach to instruction:

What if a person was having trouble doing a pull up for exercise? Instead of giving them some other exercise, I could help them by doing the pull up for that person. Right? No, that wouldn’t actually be useful. However, if I push on the person's feet a little bit, they can still struggle and still exercise.
Warning: allowing productive struggle to occur will consume more class time. However, when the learning process is frictionless, retention is less likely. Struggle actually saves re-teaching time in the long run and is the best way for new dendrites to grow.
Allowing productive struggle to occur, using artistic and scientific instruction, modeling symphonic thinking, and encouraging students to lean into constructivist problem solving can lead to the holy grail of transformational teaching: epiphany. We hope you'll tell us about your transformational teaching in the comment area below.
(And speaking of epiphanies, please join Edutopia for a series on making 2014-2015 your #BestYearEver.)

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http://www.edutopia.org/blog/7-learning-zones-classroom-veronica-lopez?utm_source=twitter&utm_medium=post&utm_campaign=blog-7-learning-zones-classroom-question