Pathways to Promise is an interfaith cooperative of many faith groups ... a resource center which offers liturgical and educational materials, program models, caring ministry with people experiencing a mental illness and their families.
Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. Since last fall, we've been talking at length to various creators about their CC stories---the impact Creative Commons has had on their lives and in their respective fields, whether that's in art, education, science, or industry. We are thrilled to announce that we have cultivated the most compelling of these stories and woven them together...
Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
Researchers of Tomorrow is the longest and most intensive research to date on information-seeking practices and research behaviour among doctoral students. This gives it special significance in terms of the credibility of its findings, and these should be of key interest to a number of different stakeholders in the HE and research sector.
This past February, as one of the keynote speakers invited to contribute to a lively forum sponsored by the Harvard Initiative for Learning and Teaching (HILT), I presented a bold challenge to my fellow professors that has since been quoted many times: “If we can be replaced by a computer screen, we should be.” Some were very alarmed at this statement, assuming I meant that all future learning should be online. But that wasn’t my meaning at all.