I did do some reading about web 2 and how the phrase arose. I am now aware that yahoo is a web 1 type of company whereas google is a web 2 type of business. I wonder what implication web 1 to web 2 has for education? Web 2 still does sound more like a version of the internet that would be under the control of business rather the original web which
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The MacBook is light enough to carry around and easy to set up to do recordings on Garageband. I have just returned from an evaluation meeting on progress on preparation for the coming SATs. The teacher (head of science was kind and brave enough) to let me record our conversation about the strategies the department has been using to improve the L5+ results. I have listened to most of it and though I have allowed the teacher to do most of the talking, I have to watch out for the accompanying sounds one makes to show that we are listening. I am going to listen carefully to how good radio presenters interview guest- perhaps on LBC (london broadcasting company).
In the meantime I will have to see how I will go about editing the interview so that it is broken down into smaller segments for easy listening.
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Yesterday at block 2 25April07 I had the chance to have a go at MindBall in which you had to balance your alpha & Theta waves to move a ball. I was pleasantly surprised to see that I had the ability to controlthe balance of my alpha and Theta ways.
Just remind myself to attain relaxation mode I foccused on a spot and thought of JF.
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The session by St John on learning pathways was very useful even though the system was very slow. I was able to create a short learning path around science enquiry for year 7 pupils. I did upload it to fronter as a draft. However I intend to use this tool tocreate a better learning path on science enquiry. The question is how many science departments have the fronter learning environment. Perhaps they will all have this after BSF has fully kicked in.
A main source of frustation was not being able to connect to the internet easily and having to wait for pages to load up. I recognise this was not the fault of the CLC. Although I understand that wireless connections are prone to delays if a lot of people try to connect using it.
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The dinner was a success I felt because it allowed us to reflect in a different and relaxed situation. I did not realise that the chocolate factory was such a large complex.
The three guest speakers each made very salient points that related to the idea of transforming teaching.
Guy Shearer made the point that an absolute fundamental to personlised learning was the activity of ‘ pupils talking about their work to their teachers’ The question is how do the new technologies support this? a good question for me to address as i make use of the hardware and software. perhaps i should build this into my projects – more pupil discussion with the teacher.
Dr Wassila Nehanna point that online posting and discussion allowed learners to learn at their own pace without the pressure of prejudice or discrimination. She has analysed 6 million words of online discussion and was able to validate the value of online posting and collaborative work
Anne Casey likened the rubiks cube to static transformation which once reached had no other end point BUT lego had endless end points. She cautioned that transform best takes place when it emerges from teachers upward rather than a top down directed activity
The seabass was great: i must look into this fish!
Filed by lforster at 5:29 am under Uncategorized
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Pupils at the iMax science museum
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This is a test post from 
, a fancy photo sharing thing.
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Following on from Judy’s open mind presentation at the team meeting last friday, I was reminded to revisit open minds as a mind mapping tool. I wanted to set my mind map on the outcome of the transformation teachers course. I firstly used the digi board to sketch out my basic outline /overview. Then used the open mind software to create an overviw of EbonyCity the platform for my work on raising achievement of BME pupils.
A copy can be found on Flickr.
Filed by lforster at 8:03 am under Uncategorized
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Before I move I thought I might record my learning about manga and what it is.
Manga art is in simple terms a mix of ancient japanese woodcut printing , disney style of drawing characters in medium of the comic. Manga comics are read by all ages and covers all topics; it is a huge industry in Japan. It is worth looking at the Wikipedia entry on manga. The main aim of manga is to convey emotions and one of the main features is the large emotive eyes (bambi-like): joy or sadness are conveyed through the eyes. I have uploaded my attempts onto flickr.com. I have found an website that provides free lessons on manga and anime.
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I was inspired by Susan’s comment on the use of the digimemo for art. Ruth P also told me about her son , Ollie’s use of the digimemo for art. I therefore decided to explore this tool as a vehicle for doing art. I decided to explore manga & anime as a result of watching a tv programme that featured a manga artist. As it turns out Ruth Prosylmeyr’s son Ollie is into Manga art and has created his own characters. Long and short of it. I looked into this form of art, learnt the basic steps ,created some characters on the digimemo board. I was able to use the on-line option. I was able to try to colour in some of the characters using the on-line option. Having used ComicLife on Matthew Henson I was able to create a comic strip using ComicLife and the characters done on digimemo. I have uploaded the characters and comic strip onto Flickr. I wish I could have put this on edublog.
Filed by lforster at 5:18 am under Uncategorized
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