<?xml version="1.0" encoding="UTF-16LE"?> <?xml-stylesheet type="text/xsl" media="screen" href="/~d/styles/rss2full.xsl"?><?xml-stylesheet type="text/css" media="screen" href="http://feeds.feedburner.com/~d/styles/itemcontent.css"?><rss xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" version="2.0"> <channel> <title>Amplified Organization</title> <link>http://www.futureofed.org/driver/Amplified-Organization.aspx</link> <description>&lt;p&gt;&lt;strong&gt;Extended human capacity remakes the organization&lt;/strong&gt; &lt;br /&gt; &lt;br /&gt; Digital natives and technologies of cooperation are combining to create a generation of amplified individuals. These organizational  superheroes will remake organizational models through their highly social, collective, improvisational practices and their augmented human capacities. These new models will thrive in a world of social networks; information proliferation, transparency, and saturation; and rapid change. As digital natives enter learning professions, and as existing educators and students become amplified, their extended human capacities will challenge traditional ways of organizing learning and will amplify schools, districts, and other learning organizations. &lt;/p&gt; &lt;ul&gt; &lt;li&gt;How will amplified educators and organizations change the role of school in the broader community?  &lt;/li&gt; &lt;li&gt;What will the relationships between schools that are amplified and those that are not be like? &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;More on This Topic&lt;/strong&gt;&lt;br /&gt; &lt;br /&gt; Amplified individuals - those who embrace social media applications, human performance augmentations, and collaborative practices - will remake the organization of the future. These individuals are &lt;strong&gt;highly social, collective, improvisational and augmented&lt;/strong&gt;.  &lt;br /&gt; &lt;br /&gt; They use &lt;strong&gt;social media tools&lt;/strong&gt; to reach out and expand their social networks. Applications such as Twitter and Plazes (microblogging applications that coordinate people, place and time), Facebook and other social networking sites make social connections visible.   De.li.cious and Flickr (social bookmarking and tagging) help amplified individuals filter information and share resources.  These individuals engage in &lt;strong&gt;collective practices to create shared resources&lt;/strong&gt; using wikis, and make sense of information with tools such as Digg or Reddit (platforms for prioritizing news and other articles on the basis of collective ratings). &lt;br /&gt; &lt;br /&gt; Amplified individuals also &lt;strong&gt;experiment and improvise solutions&lt;/strong&gt; using social media and online collaboration.  Virtual environments such as Second Life can serve as shared spaces for experimenting with roles or providing an ad hoc shared space for distributed teams.  They also &lt;strong&gt;use systems, tools, and hacks to enhance the human capacity - &lt;/strong&gt;their memory, attention, and ability to stay alert and focused.  Whether it is nutritional supplements and pharmaceuticals such as Modafinil (which increases alertness and focus) or peripheral devices such as the Chumby (which offloads data streams such as RSS news and blog feeds and instant messaging that can be potential distractions), amplified individuals look for aids to increase their human performance.&lt;/p&gt; &lt;p&gt;Together, these attributes &lt;strong&gt;enable several amplified organizational practices - &lt;/strong&gt;open leadership and sociability, beta building, collective sensemaking, and transliteracy - that support more flexible responses to change and stimulate innovation.  &lt;/p&gt; &lt;ul&gt; &lt;li&gt;&lt;strong&gt;Open collaborative platforms&lt;/strong&gt; enable distributed teams and loosely connected networks to self organize and form ad hoc structures to solve problems and implement strategies.  &lt;/li&gt; &lt;li&gt;By circulating resources openly and broadly through social networks, information tends to find the right people at the right place at the right time that allows &lt;strong&gt;ad hoc leaders&lt;/strong&gt; to emerge and apply relevant expertise more quickly.  &lt;/li&gt; &lt;li&gt;Such an open, flexible structure facilitates &lt;strong&gt;collective sensemaking - &lt;/strong&gt;a practice by which knowledge and expertise that may not have been visible can rise in response to critical issues. &lt;/li&gt; &lt;li&gt;Tools ranging from Plazes (a system that lets your social contacts know where you are, what you re doing and when) to Moodle (an open source courseware management system) allow knowledge workers, educators, learners to form their own &lt;strong&gt;smart mobs and self-led teams.  &lt;/strong&gt;&lt;/li&gt; &lt;li&gt;The transparency of these systems also helps support &lt;strong&gt;a culture of beta building - &lt;/strong&gt;rapid innovation, in which participants of a social network, distributed team, or smart mob can see information, offer critique, and help iterate solutions and strategies.  &lt;/li&gt; &lt;li&gt;Amplified organizations will be&lt;strong&gt; transliterate -&lt;/strong&gt; capable of communicating across multiple media in ways that use specific media platforms and non mediated, face-to-face interactions to develop effective and creative messages. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;em&gt;&lt;strong&gt;Implications for Learning&lt;br /&gt; &lt;/strong&gt;&lt;/em&gt;Educators adept at working with these tools and practices will self-organize around learning opportunities, share and remix learning resources, and adapt quickly to meet diverse learning needs.  &lt;/p&gt; &lt;ul&gt; &lt;li&gt;They will be able to adapt to &lt;strong&gt;change resource environments&lt;/strong&gt; and the uncertainties of learning deserts (geographies lacking immediate learning assets). &lt;/li&gt; &lt;li&gt;As educators collaborate with students using these practices, &lt;strong&gt;pedagogy becomes participatory - &lt;/strong&gt;students become necessary agents in crafting the learning process.  In many ways, amplified individuals, organizations and their practices are enabling pedagogies born in the early 20&lt;sup&gt;th&lt;/sup&gt; century that have not been able to find expression in the current educational system.  &lt;/li&gt; &lt;li&gt;Many educators venturing into the amplified world find that &lt;strong&gt;modes of learning using social and collaborative platforms are downright inspiring - &lt;/strong&gt;encouraging the reasons that they chose to teach.  Also, many educators are already engaging in these practices - developing innovative practices using Moodle, wikis, edu-blogging, Ning, and other open educational resources like OER Commons, Curriki, Teacher Tube, iPod University and a host of others.  They simply haven t found the structure or support in the current educational system to function fully.  &lt;/li&gt; &lt;li&gt;&lt;strong&gt;Educator literacy in social media&lt;/strong&gt; is a must in the next decade.  Social media provide ways to connect with today s students and release the collective creativity and intelligence of various learning agents globally.  However, education decision-makers must work to close not just the digital divide - access and familiarity with digital technologies - but also the participation gap - comfort engaging in a culture of contribution, connectivity, sharing, and massive collaboration. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;5 Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" target="_blank"&gt;Collaboration Jam &lt;/a&gt; to engage students and teachers to develop in developing new ideas for learning &lt;/li&gt; &lt;li&gt;Download courses from &lt;a href="http://itunes.stanford.edu/" target="_blank"&gt;Stanford University on iTunes&lt;/a&gt;, or &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt;, or other open access sites for use in your classrorom &lt;/li&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;When considering instructional technology, focus on how it can support connected, continuous, relevant, and adaptive learning &lt;/li&gt; &lt;/ol&gt; </description> <name>Amplified Organization</name> <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/Amplified-Organization" /><feedburner:info uri="amplified-organization" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><item> <title>Transliteracy (Trend)</title> <description>&lt;p&gt;Effective communication depends on the ability to read, write, and interact across multiple media and social platforms. (provided by &lt;a href="http://www.transliteracy.com" target="_blank"&gt;www.transliteracy.com&lt;/a&gt;)&lt;/p&gt; &lt;ul&gt; &lt;li&gt;Podcasts &lt;/li&gt; &lt;li&gt;Digital video &lt;/li&gt; &lt;li&gt;Virtual Worlds &lt;/li&gt; &lt;li&gt;Microblogs &lt;/li&gt; &lt;li&gt;Wikis &lt;/li&gt; &lt;li&gt;Social Networking &lt;/li&gt; &lt;li&gt;Tagging &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;In the emerging decade, ideas will migrate across multiple social media platforms: podcasts, digital video, virtual worlds, microblogs, wikis, social networking, tagging, etc. The amplified, transliterate organization will have the capacity to communicate across these platforms.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;View or post a video around your lesson plan or around an educational component on &lt;a href="http://www.teachertube.com/" class="jive-link-external-small" target="_blank"&gt;TeacherTube&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Try e-learning for your own professional development &lt;/li&gt; &lt;li&gt;Learn how &lt;a href="http://transliteracies.english.ucsb.edu/category/research-project/definition-of-online-reading" class="jive-link-external-small" target="_blank"&gt;The Transliteracies Project&lt;/a&gt; is designing technology to improve the experience of reading for people of all backgrounds &lt;/li&gt; &lt;li&gt;Explore how archaeology and media can be used in your next class at &lt;a href="http://metamedia.stanford.edu/" class="jive-link-external-small"&gt;MetaMedia&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Download courses from &lt;a href="http://itunes.stanford.edu/" class="jive-link-external-small" target="_blank"&gt;Stanford University on iTunes&lt;/a&gt;, &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" class="jive-link-external-small" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt;, or another open access sites for use in your classrorom &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs. &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt; &lt;p&gt;&lt;strong&gt;&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp;&amp;amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/2vJl88KMLsU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/2vJl88KMLsU/Transliteracy.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Transliteracy.aspx</feedburner:origLink></item> <item> <title>Open Leadership and Sociability (Trend)</title> <description>Open collaborative platforms enable networked teams to self-organize and support ad hoc leaders. New connectivity tools support flexible, self-organizing networks. This new mode of collaboration sociability is best facilitated by building open platforms for leadership, which allow different team members to contribute when they deem most appropriate and effective. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Involve students in your professional learning community &lt;/li&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" class="jive-link-external-small" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Follow colleagues' activites and locations at &lt;a href="http://plazes.com/" class="jive-link-external-small" target="_blank"&gt;Plazes&lt;/a&gt; and &lt;a href="http://www.jaiku.com/" class="jive-link-external-small" target="_blank"&gt;Jaiku&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Contribute to or create a "citizen reporter" newspaper such as &lt;a href="http://english.ohmynews.com/" class="jive-link-external-small" target="_blank"&gt;OhMyNews&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" class="jive-link-external-small" target="_blank"&gt;Innovation Jam&lt;/a&gt; to engage students and teachers in developing new ideas for learning &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>Beta Building (Trend)</title> <description>Transparency, collaboration, and rapid iteration create a beta culture displaying open critique and reflective practice. In a world of transparency and open contribution, collective creation and critique, and rapid iteration, &lt;i&gt;beta&lt;/i&gt; status (a stage of testing and refinement) is a norm. But in this world, &lt;i&gt;beta&lt;/i&gt; is fully functional, just open to improvement. &lt;i&gt;Beta&lt;/i&gt; building reflects both a mindset that any product or process can be improved, and the platforms that encourage input and enable revision. Organizations engaging in &lt;i&gt;beta&lt;/i&gt; building must be comfortable with open authorship making things transparent even when  incomplete  and participating in a community of contribution. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Focus on fostering imagination, creativity, thoughtfulness, and collaboration over providing training on specific technologies that will soon be outmoded &lt;/li&gt; &lt;li&gt;Be a citizen journalist by contributing to &lt;a href="http://www.nowpublic.com/" class="jive-link-external-small" target="_blank"&gt;NowPublic&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Create an internal wiki to collaborate within your organization with one of the tools listed at &lt;a href="http://www.wikimatrix.org/" class="jive-link-external-small" target="_blank"&gt;WikiMatrix&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Announce real-time organizational updates to the public using &lt;a href="http://www.twitter.com/" class="jive-link-external-small" target="_blank"&gt;Twitter&lt;/a&gt; or within your organization using &lt;a href="http://www.yammer.com/" class="jive-link-external-small" target="_blank"&gt;Yammer&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Adopt &lt;a href="http://en.wikipedia.org/wiki/Iterative_design" class="jive-link-external-small" target="_blank"&gt;iterative design&lt;/a&gt; principles throughout your organization &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt; &lt;div class="watch-video-desc description"&gt;&lt;strong&gt;Henry Lowood, Curator for History of Science &amp;amp; Technology Collections at Stanford, and Henrik Bennetsen from the Stanford Humanities Lab speak on how virtual worlds and sharing of information can have a dramatic impact on education.&lt;/strong&gt; &lt;br /&gt; &lt;/div&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/2OHKi7_E7ok&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/a2j5k96_jm4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/a2j5k96_jm4/Beta-Building.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Beta-Building.aspx</feedburner:origLink></item> <item> <title>Collective Sensemaking (Trend)</title> <description>Diverse and abundant data streams increase the need for organizations to tap collective intelligence. New tools and platforms can mobilize collective intelligence for gathering information, sorting through data streams, and aggregating input and interpretation. Knowledge and insights grow from collective contributions. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Contribute to the ranking of stories on &lt;a href="http://www.digg.com/" class="jive-link-external-small" target="_blank"&gt;Digg&lt;/a&gt; or &lt;a href="http://www.reddit.com/" class="jive-link-external-small" target="_blank"&gt;Reddit&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Install the &lt;a href="http://del.icio.us/" class="jive-link-external-small" target="_blank"&gt;Del.ico.us&lt;/a&gt; toolbar and start tagging articles and other work for your students or organization &lt;/li&gt; &lt;li&gt;Improve collaboration and innovation through multiplayer online games with &lt;a href="http://www.seriosity.com/" target="_blank"&gt;Seriosity&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/VflYjsLd69Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/VflYjsLd69Y/Collective-Sensemaking.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Collective-Sensemaking.aspx</feedburner:origLink></item> <item> <title>AT&amp;amp;T - Rethinking What Is Possible (Resource)</title> <description>AT&amp;T's version of the future of spelling bees.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/GqHgzbnBMko" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/GqHgzbnBMko/ATamp3bT---Rethinking-What-Is-Possible.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/ATamp3bT---Rethinking-What-Is-Possible.aspx</feedburner:origLink></item> <item> <title>NCTAF Policy Brief About Cross-Generational Learning Teams (Resource)</title> <description>This policy brief from the National Commission on Teaching and America's Future describes the collaborative potential of cross-generational learning teams, with examples of how some states are beginning to explore new structures for involving teams of adults with different backgrounds in learning.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/nl6DGutz7To" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/nl6DGutz7To/NCTAF-Policy-Brief-About-Cross-Generational-Learning-Teams.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/NCTAF-Policy-Brief-About-Cross-Generational-Learning-Teams.aspx</feedburner:origLink></item> <item> <title>ALA/AASL &amp;quot;Landmark&amp;quot; Websites For Teaching And Learning (Resource)</title> <description>The American Association of School Librarians, a division of the American Library Association, honors certain teaching and learning websites as "landmark" sites. According to the website, "The Landmark Websites are honored due to their exemplary histories of authoritative, dynamic content and curricular relevance. They are free, web-based sites that are user friendly and encourage a community of learners to explore and discover and provide a foundation to support 21st-century teaching and learning." Examples range from Moodle (www.moodle.org), listed as a signal of "Amplified Organizations" in the 2020 Forecast, to the newest, Field Trip Earth (www.fieldtripearth.org), which monitors wildlife preservation projects all over the earth. The 21 sites honored as landmark sites fall into three categories: - Content Resources, Lesson Plans and More - Collaboration, and - Global Education.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/AnQXNLWjNBY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/AnQXNLWjNBY/ALAAASL-quot3bLandmarkquot3b-Websites-For-Teaching-And-Learning.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/ALAAASL-quot3bLandmarkquot3b-Websites-For-Teaching-And-Learning.aspx</feedburner:origLink></item> <item> <title>Let Retiring 'Boomers' Transform Schools (Resource)</title> <description>Tom Carrol, from eSchoolNews, comments about the new Learning Economy: "An open learning economy surrounding schools today makes many powerful resources and network learning opportunities available to students and teachers outside of school, therefore schools will no longer be "the" learning place, Carroll said. User-driven and user-created content is happening constantly on Facebook, YouTube, and SecondLife. An open learning economy allows for deep personalization, more participation, and new education roles and learning relationships."&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/p0tMUKYlajY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/p0tMUKYlajY/Let-Retiring-Boomers-Transform-Schools-.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Let-Retiring-Boomers-Transform-Schools-.aspx</feedburner:origLink></item> <item> <title>Future Melbourne (Resource)</title> <description>This is an interesting post from the World Changing Blog about the Future Melbourne Project: "Future Melbourne is a pretty amazing project, an attempt to harness the power of open government and collaboration to tackle the kinds of foresight and planning efforts even most big cities find themselves unable to take on. Their agenda is pretty ambitious: Future Melbourne has a vision for the municipality to be a bold, inspirational and sustainable city in 2020. To realise this vision, six high level goals have been set: to build a city for people, a creative city, a prosperous city, a knowledge city, an eco-city and a connected city. The achievement of each of these high level goals is built on attaining thirty three secondary goals and these in turn are built on one hundred and fifty two underpinning goals."&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/Vx02y9OaJjc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/Vx02y9OaJjc/Future-Melbourne.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-Melbourne.aspx</feedburner:origLink></item> <item> <title>Shifting From Need-To-Know To Need-To-Share Culture (Resource)</title> <description>This is a short video of Ross Mayfield (social software entrepreneur, CEO SocialText) discussing how social media (wikis, Twitter) can help create conversations to help organizations learn and innovate.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/Eitix6RZjeg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/Eitix6RZjeg/Shifting-From-Need-To-Know-To-Need-To-Share-Culture.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Shifting-From-Need-To-Know-To-Need-To-Share-Culture.aspx</feedburner:origLink></item> <item> <title>Radical Transparency: The New Federal IT Dashboard (Resource)</title> <description>A very good discussion of the Federal IT dashboard by Tim O'Reilly, "Today, at the Personal Democracy Forum in New York, Vivek Kundra, the US national CIO, unveiled the new IT spending dashboards at usaspending.gov. The dashboards are designed to help Vivek and the CIOs of individual government agencies get a handle on the effectiveness of government IT spending. At the top level, the dashboards provide a view of spending by major government department, with graphs showing performance against schedule, costs, and the CIO's assessment of how well they are meeting their objectives."&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/FFJZn9hpFZg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/FFJZn9hpFZg/Radical-Transparency-The-New-Federal-IT-Dashboard.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Radical-Transparency-The-New-Federal-IT-Dashboard.aspx</feedburner:origLink></item> <item> <title>Mobile Commons (Resource)</title> <description>Mobile Commons is a new suite of mobile apps for cause-related organizations. The apps are based around text messaging, voice calls, and web-based interactive components, helping organizations raise money, build their lists, add interactivity to live events, get more support from the web, and make it easier for their ideas to spread.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/BPL5xyfCoLA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/BPL5xyfCoLA/Mobile-Commons.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Mobile-Commons.aspx</feedburner:origLink></item> <item> <title>Interview With Beth Noveck, Deputy CTO (Resource)</title> <description>Deputy US Chief Technology Officer for the Open Government initiative, talks in a video clip about wiki government and initiatives at the White House. This, and the IT dhashboard, are good examples of the whitehouse taking on a Beta Culture in trying new things, learning from them and moving on. This is also a good example, especially the IT dashboard, of open assessment - as it is really inviting the public into to mashing up the data and doing their own assessment of government spending.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/zc4Q5o8xjiw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/zc4Q5o8xjiw/Interview-With-Beth-Noveck2c-Deputy-CTO.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Interview-With-Beth-Noveck2c-Deputy-CTO.aspx</feedburner:origLink></item> <item> <title>Preparing Kids For The 21St Century (Resource)</title> <description>A short video talking about right/left brain and implications about what is taught.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/gVBIYGLR0zE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/gVBIYGLR0zE/Preparing-Kids-For-The-21St-Century.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Preparing-Kids-For-The-21St-Century.aspx</feedburner:origLink></item> <item> <title>Nudge (Resource)</title> <description>Nudge is about behavioral economics and how we make decisions. This is somewhat tangential to the forecast but it is a good issue to know about/consider when thinking about how families make decisions about schools, learning choices, etc. and even how teachers and educators make choices. The book has interesting implications for how to get more educators to use technology in the classroom.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/DsSXjAtFpz8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/DsSXjAtFpz8/Nudge.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Nudge.aspx</feedburner:origLink></item> <item> <title>Nokia: Bring On Employee Rants (Resource)</title> <description>Nokia set up an intranet soapbox last spring known as Blog-Hub, opening it to employee bloggers around the world. Posting under aliases such as the Hulk and the Needle, the workers can be savage as they flame their employer for everything from its purchasing practices to the speed of mobile-phone software. Rather than shutting them down, Nokia managers want them to fire away. No charismatic leader, genius algorithm, or cultural quirk explains Nokia's dominance in mobile phones. Instead, company insiders credit its growth to a history of encouraging employees to say whatever's on their minds, with faith that smarter ideas will result. "I don't think you can mandate innovation," says Mary T. McDowell, a Nokia executive vice-president who is responsible for corporate strategy, including research and development. "Our role is to keep the skids greased."&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/phqhQGnVegY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/phqhQGnVegY/Nokia-Bring-On-Employee-Rants.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Nokia-Bring-On-Employee-Rants.aspx</feedburner:origLink></item> <item> <title>Geospatial Revolution Project (Resource)</title> <description>We live in the Global Location Age.  Where am I? is being replaced by,  Where am I in relation to everything else? Penn State Public Broadcasting is developing the Geospatial Revolution Project, an integrated public media and outreach initiative about the world of digital mapping and how it is changing the way we think, behave, and interact. The project will feature a web-based serial release of eight video episodes each telling an intriguing geospatial story. Overarching themes woven throughout the episodes will tie them together, and the episodes will culminate in a 60-minute documentary. The project also will include an outreach initiative in collaboration with our educational partners, a chaptered program DVD, and downloadable outreach materials.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/azsv8_FT34E" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/azsv8_FT34E/Geospatial-Revolution-Project.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Geospatial-Revolution-Project.aspx</feedburner:origLink></item> <item> <title>Politicians Beware: Students Are Mobilizing (Resource)</title> <description>A total of 6659 people voted in the Edinburgh University Students' Association elections last month. It was the biggest student poll in UK history. Turnout increased by 25% over the previous year. A couple of weeks later, the story at St Andrews was similar. Its turnout of 2289 is a record for the much smaller university. This trend has been repeated across the UK. Over the past few weeks, campuses up and down the country have seen turnout records smashed. More students than ever are voting in their union elections. This is just the latest evidence of a growing trend: student apathy is over. Politicians should be watching carefully. Part of this upturn is because of the internet. The Facebook generation has new campaign tools. YouTube broadcasts, sophisticated websites and gossip blogs have all become the norm in student elections. But if you ask any candidate, they will tell you that Facebook campaigning has never been a substitute for face-to-face interaction; there's no point in a flashy website if no-one bothers to google it; and it's only hacks who read the blogs anyway.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/DVh9EST-7gM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/DVh9EST-7gM/Politicians-Beware-Students-Are-Mobilizing.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Politicians-Beware-Students-Are-Mobilizing.aspx</feedburner:origLink></item> <item> <title>Virginia Using Itunes For Educational Offerings (Resource)</title> <description>Public schools in Virginia have started to use iTunes to offer educational opportunities in their K-12 classrooms.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/zUfcAQKOkk0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/zUfcAQKOkk0/Virginia-Using-Itunes-For-Educational-Offerings.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Virginia-Using-Itunes-For-Educational-Offerings.aspx</feedburner:origLink></item> <item> <title>Helping Young People in the New Participatory Culture (Resource)</title> <description>Erin B. Reilly, Research Director for Project New Media Literacies (NML), a research initiative based within MIT's Comparative Media Studies program, explores what it means to be literate in a globally interconnected, multicultural world, and how we preapre young people for it.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/SLWdoXzbok8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/SLWdoXzbok8/Helping-Young-People-in-the-New-Participatory-Culture.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Helping-Young-People-in-the-New-Participatory-Culture.aspx</feedburner:origLink></item> <item> <title>Born Digital: Understanding the First Generation of Digital Natives (Resource)</title> <description>John Palfrey, author of &amp;lt;i&amp;gt;Born Digital&amp;lt;/i&amp;gt;, discusses "Digital Natives" - children who were born into and rasied in the digital world - and the impact on their learning experiences.  The interview is part of a series of monthly webinars sponsred by PBS Teachers and Classroom 2.0.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/sISFpUMkSis" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/sISFpUMkSis/Born-Digital-Understanding-the-First-Generation-of-Digital-Natives.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Born-Digital-Understanding-the-First-Generation-of-Digital-Natives.aspx</feedburner:origLink></item> <item> <title>Learning to Change, Changing to Learn: Global Lessons (Resource)</title> <description>As part of the Future of Education Interview Series, Keith Krueger, CEO of the Consortium for School Networking, spoke about global research on the effectiveness of technology in education, and the strong collaborative leadership and clear vision and commitment to quality professional development.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/57g22yA8Hm8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/57g22yA8Hm8/Learning-to-Change2c-Changing-to-Learn-Global-Lessons.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Learning-to-Change2c-Changing-to-Learn-Global-Lessons.aspx</feedburner:origLink></item> <item> <title>Carol Broos Interview: How the Obama Administration Is Looking at School Reform (Resource)</title> <description>Carol is one of twelve teachers who were invited to participate in a round table discussion concerning the direction of education with new Secretary of Education Arne Duncan on Jan 21. Steve Hargadon spoke with her after the meeting as a part of the Future of Education Interview Series.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/eYdO36ZY-J0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/eYdO36ZY-J0/Carol-Broos-Interview-How-the-Obama-Administration-Is-Looking-at-School-Reform.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Carol-Broos-Interview-How-the-Obama-Administration-Is-Looking-at-School-Reform.aspx</feedburner:origLink></item> <item> <title>Tom Friedman and Don Tapscott speak to students (Resource)</title> <description>Both authors spoke to students at Educon 2.1 around education systems successfully preparing students for flat world global challenges.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/hrdxU5UIhWM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/hrdxU5UIhWM/Tom-Friedman-and-Don-Tapscott-speak-to-students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Tom-Friedman-and-Don-Tapscott-speak-to-students.aspx</feedburner:origLink></item> <item> <title>Modernizing Teaching Tools and Processes (Resource)</title> <description>This paper explores participants' perspectives from a convening hosted by KnowledgeWorks Foundation on the topic of "Modernizing Teaching Tools and Processes." In hosting this convening, KnowledgeWorks Foundation hoped to: 1) Examine how a variety of technologies are being used to meet the needs of today's learners, 2)Examine how technology can transform teaching and learning, 3) Identify the types of learning experiences our students need today and into the future, and 4) Identify programs, projects, and policies that can support learning experiences of the future.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/rZa7mI8Rpog" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/rZa7mI8Rpog/Modernizing-Teaching-Tools-and-Processes.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Modernizing-Teaching-Tools-and-Processes.aspx</feedburner:origLink></item> <item> <title>Developing Transformative Professional Learning Communities (Resource)</title> <description>This paper explores participants perspectives from a convening hosted by KnowledgeWorks Foundation on the topic of  Creating Transformative Professional Learning Communities. In hosting this convening, KnowledgeWorks Foundation hoped to: 1) Learn more about strategies for developing professional learning communities, 2) Begin developing a vision for professional learning communities of the future and how they can help expand current thinking around school reform, and 3) Examine what stakeholders, including philanthropy, can do to move toward such a future.&lt;br /&gt;&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/Wc3Fbrkhtpk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/Wc3Fbrkhtpk/Developing-Transformative-Professional-Learning-Communities.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Developing-Transformative-Professional-Learning-Communities.aspx</feedburner:origLink></item> <item> <title>Chuck House speaks on workforce skills needed for 21st century jobs (Resource)</title> <description>Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/Ib-bNpTLdAc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/Ib-bNpTLdAc/Chuck-House-speaks-on-workforce-skills-needed-for-21st-century-jobs.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Chuck-House-speaks-on-workforce-skills-needed-for-21st-century-jobs.aspx</feedburner:origLink></item> <item> <title>Henry Lowood and Henrik Bennetsen speak on how technology can improve the human condition (Resource)</title> <description>Henry Lowood, Curator for History of Science &amp;amp; Technology Collections at Stanford, and Henrik Bennetsen from the Stanford Humanities Lab speak on how virtual worlds and sharing of information can have a dramatic impact on education.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/CyMxsjLKWd8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/CyMxsjLKWd8/Henry-Lowood-and-Henrik-Bennetsen-speak-on-how-technology-can-improve-the-human-condition.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Henry-Lowood-and-Henrik-Bennetsen-speak-on-how-technology-can-improve-the-human-condition.aspx</feedburner:origLink></item> <item> <title>Future of Education Community (Resource)</title> <description>This community is devoted to providing an opportunity for those who care about education to share their voices and ideas with others. It's a place for thoughtful discussion on an incredibly important topic.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/WTx4ZblAkvw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/WTx4ZblAkvw/Future-of-Education-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-Education-Community.aspx</feedburner:origLink></item> <item> <title>Families and the Emerging Learning Economy: Crafting Personal Resource Ecologies to Support Learning (Resource)</title> <description>Read how sixteen families plan learning strategies for their children in the new learning economy, a learning system comprising a vast array of services, products and resources beyond the traditional classroom environment. See what choices they made, and discover new options you never knew about!&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/BUI0Ti1kcS8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/BUI0Ti1kcS8/Families-and-the-Emerging-Learning-Economy-Crafting-Personal-Resource-Ecologies-to-Support-Learning.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Families-and-the-Emerging-Learning-Economy-Crafting-Personal-Resource-Ecologies-to-Support-Learning.aspx</feedburner:origLink></item> <item> <title>The Future of Learning Agents and Disruptive Innovation (Resource)</title> <description>Teachers and administrators won't be the only educators in the new learning landscape. Discover new roles envisioned for learning agents in educating our children in the future, and examine ways in which we might prepare today's emerging educators for these roles.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/QLmDgTdZl6Q" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/QLmDgTdZl6Q/The-Future-of-Learning-Agents-and-Disruptive-Innovation.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Future-of-Learning-Agents-and-Disruptive-Innovation.aspx</feedburner:origLink></item> <item> <title>Open Content Licensing (OCL) for Open Educational (Resource)</title> <description>TOCW is a high quality digital publication of materials arranged as a course.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/1Vz93TM0Rjs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/1Vz93TM0Rjs/Open-Content-Licensing-(OCL)-for-Open-Educational.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Open-Content-Licensing-(OCL)-for-Open-Educational.aspx</feedburner:origLink></item> <item> <title>Monica Martinez speaks on the cultural shift techn (Resource)</title> <description>At the "Retooling Schooling Series," Dr. Monica Martinez describes how technology has created major cultural shifts that should be informing a revolutionary change in public education.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/LunYlliOXKE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/LunYlliOXKE/Monica-Martinez-speaks-on-the-cultural-shift-techn.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Monica-Martinez-speaks-on-the-cultural-shift-techn.aspx</feedburner:origLink></item> <item> <title>London City Workers Keep Blackberry Close On Holid (Resource)</title> <description>In London, Many City workers are unlikely to have a relaxing summer holiday, with 83% taking their mobile phones with them. City professionals told data protection agency Credant Technologies, said they will contact the office by phone, text, or email while on vacation; 1/3 will take their laptops. This summer, many workers will access the corporate network from all over the globe.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/MtureBq4qT0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/MtureBq4qT0/London-City-Workers-Keep-Blackberry-Close-On-Holid.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/London-City-Workers-Keep-Blackberry-Close-On-Holid.aspx</feedburner:origLink></item> <item> <title>Universities Join to Reinvigorate Local Tech Scene (Resource)</title> <description>Five D.C., Maryland, and Virginia universities recently announced a partnership aimed at helping the area turn the research and innovations of its scientists and scholars into patents, products, and businesses. Calling the partnership the Chesapeake Crescent Innovation Alliance, the 5 universities (Virginia Tech, University of Maryland system, George Mason University, George Washington University, and Johns Hopkins University) hope to reinvigorate the region's technology sector by sharing information on their research with each other and with businesses and investors. The Washington area is falling behind in the global competition for innovation and jobs because it is not adequately funding research and development and is not linking the people who have the money and know-how to create businesses with the people who have the ideas. When large corporations such as BP and Bell Labs look for universities to partner with on new research centers, D.C.-area institutions are not even asked to submit proposals The region lags behind other states in attracting venture capital. The alliance will focus on addressing such problems by taking inventory of all the research being done by universities, government labs and private enterprises, as well as successful start-ups. It will also consolidate information about regional investors, venture capitalists and other funding sources and push for greater government support, such as tax breaks for investments in research and development. Because each university already has employees focused on economic development, research and technology transfer, their offices can plan to coordinate projects to better identifying common research efforts and opportunities.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/zXqZEKkr2CA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/zXqZEKkr2CA/Universities-Join-to-Reinvigorate-Local-Tech-Scene.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Universities-Join-to-Reinvigorate-Local-Tech-Scene.aspx</feedburner:origLink></item> <item> <title>Geek Pride Blooms Into a Real-World Subculture (Resource)</title> <description>For so-called nerds, widely seen as the first group to coalesce online, the Internet has taken its power one step further. It is transforming them from an alienated and virtual community into a thriving, real-world fraternity -- and, to a lesser extent, a sorority -- whose members are physically interacting as never before at concerts, comedy clubs, even "nerd expos." "You can come here and listen to the music, referencing the Internet and video games, all the stuff you go through in life for being a nerd, and you know you're not the only one," said Doug Rodgers, a doughy 26-year-old. "How cool is that?"&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/QArNiVBfZKo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/QArNiVBfZKo/Geek-Pride-Blooms-Into-a-Real-World-Subculture.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Geek-Pride-Blooms-Into-a-Real-World-Subculture.aspx</feedburner:origLink></item> <item> <title>Arlington Company to Build E-Filing System for Lab (Resource)</title> <description>By law, all companies with at least 50 employees must file annual reports on the status of their pension and benefits plans, the number of participants, retirees, and beneficiaries. They must report fund balances each Jan. and Dec. for auditors to see if funds are managed properly. Vangent recently won a 12-year, $94 million Labor Dept. contract to build an electronic filing system. Vangent plans to have the secure Web site operational in 2 years to help the Labor Dept. process information on about $6 trillion in benefits plans for 150 million employees and their dependents more efficiently than with paper-based filings. The company will continue to operate the department's help line to answer employers' questions about the filings, required under the Employee Retirement Income Security Act, designed to protect workers' pensions and benefit plans. Vangent will continue to scan the paper-based reports into digital format for government auditing until the secure portal is activated.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/isH79htDZ4g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/isH79htDZ4g/Arlington-Company-to-Build-E-Filing-System-for-Lab.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Arlington-Company-to-Build-E-Filing-System-for-Lab.aspx</feedburner:origLink></item> <item> <title>Touro College Announces Agreement with Summit Part (Resource)</title> <description>July 31st, 2007 - Touro College announced it has signed a definitive agreement to sell its online postsecondary education division, Touro University International (TUI), to Summit Partners, a global private equity and venture capital firm that has raised approximately $9 billion in capital since its inception. TUI s existing management team will partner with Summit Partners and continue to oversee daily operations of the company. Touro University International is a leading online university accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges. Through its technology-enabled online learning model, TUI provides its students with a convenient, cost-effective, and high-quality education. TUI offers programs leading to degrees in business administration, health sciences, education, and information systems, primarily to working adults and members of the U.S. military.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/bB9GMM2rsUo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/bB9GMM2rsUo/Touro-College-Announces-Agreement-with-Summit-Part.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Touro-College-Announces-Agreement-with-Summit-Part.aspx</feedburner:origLink></item> <item> <title>Pennsylvania Computer Initiative (Resource)</title> <description>Pennsylvania Governor Rendell announced a $20 million initiative under the state s Classrooms of the Future program to place a laptop on the desk of all high school English, math, science and social studies classes \ and all high school teachers. The funds will also provide every high school classrooms with a Smartboard and projector, Web cams and other video cameras.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/24Hl1redm5c" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/24Hl1redm5c/Pennsylvania-Computer-Initiative.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Pennsylvania-Computer-Initiative.aspx</feedburner:origLink></item> <item> <title>Howard Rheingold s Website (Resource)</title> <description>The site offers 38 articles by Rheingold on the topic of how various technological innovations (mobile phones, emails, Mobile Internet, text messaging, and cyberspace cafes, are producing social interactions and collectives among like-minded individuals.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/5Gx_emEUr0o" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/5Gx_emEUr0o/Howard-Rheingolde28099s-Website.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Howard-Rheingolde28099s-Website.aspx</feedburner:origLink></item> <item> <title>Foundation Support: Grantmakers Favor Economic Gro (Resource)</title> <description>The Foundation Center, a national organization that tracks grants of $10,000 or more, found that from 1995 to 2005, the amount of economic development grants given in Ohio rose from $8.8 million to $24.6 million. The number of grants increased from 146 to 329. The work of groups such as the Fund for Our Economic Future, a consortium of 80 philanthropies in Northeast Ohio pursuing a coordinated economic development strategy, is paying off. While 30 out-of-state foundations made contributions here in 2005, the 34 from within Ohio made 259 grants totaling $17.1 million, over half the total. The John S. and James L. Knight Foundation, has roots in Akron, where Knight began his newspaper empire, and its total gift of $3.5 million was the largest of any foundation. Of the total grant dollars received in Ohio in 2005, 7% went toward economic development. That indicates a developing interest in sparking new ventures and higher-paying jobs&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/5U7VkQmqtV4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/5U7VkQmqtV4/Foundation-Support-Grantmakers-Favor-Economic-Gro.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Foundation-Support-Grantmakers-Favor-Economic-Gro.aspx</feedburner:origLink></item> <item> <title>The  60s Begin to Fade as Liberal Professors Retir (Resource)</title> <description>A vast generational change is likely to profoundly alter the culture at American universities and colleges over the next decade. Baby boomers, hired in large numbers during an expansion in higher education that continued into the  70s, are now being replaced by younger professors. Many of the nearly 50 new academics interviewed by The New York Times believe they are different from their predecessors  less ideologically polarized and more politically moderate. Peter W. Wood, exec. dir. of the National Association of Scholars, created in 1987 to counter attacks on Western culture and values, said,  I hear from quite a few faculty members and graduate students from around the nation. They are not really interested in fighting the battles that have been fought over the last 20 years. There are signs the intense passions and polemics that roiled campuses during the past few decades are fading. At Stanford, a divided anthropology department reunited last year after a bitter split in 1998 broke it into two entities, one focusing on culture, the other on biology. At Amherst, where military recruiters were kicked out in 1987, students crammed into a lecture hall this year to hear as alumni Iraq vets urge them to join the military.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/RBHSHxT-fqU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/RBHSHxT-fqU/The-e2809960s-Begin-to-Fade-as-Liberal-Professors-Retir.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-e2809960s-Begin-to-Fade-as-Liberal-Professors-Retir.aspx</feedburner:origLink></item> <item> <title>Mexican Billionaire Donates Laptops (Resource)</title> <description>Billionaire Carlos Slim said he doesn't care if he is the world's richest man and promised to donate hundreds of thousands of laptop computers to Mexican children. The Mexican telecom mogul pledged Thursday to donate 250,000 low-cost laptops to children by the end of the year and as many as 1 million in 2008, saying 'digital education' holds the key for Mexico's poor.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/TVAS2-rFTbU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/TVAS2-rFTbU/Mexican-Billionaire-Donates-Laptops.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Mexican-Billionaire-Donates-Laptops.aspx</feedburner:origLink></item> <item> <title>Losing an Edge, Japanese Envy India s Schools (Resource)</title> <description>Now Japan is looking for lessons from India to compete internationally&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/UfV-GuKf2iQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/UfV-GuKf2iQ/Losing-an-Edge2c-Japanese-Envy-Indiae28099s-Schools.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Losing-an-Edge2c-Japanese-Envy-Indiae28099s-Schools.aspx</feedburner:origLink></item> <item> <title>English, Algebra, Phys Ed ... and Biotech (Resource)</title> <description>High schools can cultivate a fresh crop of scientists, engineers, and lab technicians. George Cachianes, a former researcher, now teaches a biotechnology course at San Francisco s Lincoln High School n as a way of merging basic biotechnology principles with modern lab practices along with insights into how business harvests biotech innovations. Cachianes puts his classes into teams of 5 students; each team  adopts an actual biotech company. The students write annual reports, correspond with company officials, and learn about products. Students also learn the latest lab techniques. They cut DNA. And recombine it. They transfer jellyfish genes into bacteria. They purify proteins. They even sequence their own cheek-cell DNA. Lincoln High School has 5 biotech classes, each with about 30 students. 4 other public high schools in San Francisco offer the course, drawing on Mr. Cachianes s syllabus.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/GmJQPFwVI0g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/GmJQPFwVI0g/English2c-Algebra2c-Phys-Ed--and-Biotech.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/English2c-Algebra2c-Phys-Ed--and-Biotech.aspx</feedburner:origLink></item> <item> <title>College Alumni Magazines Struggle to Compete With (Resource)</title> <description>Most people read their college alumni magazines for the class notes to see who was married, had a baby, or was promoted to an enviable job. The advent of social networks on the Internet has created a quandary for such magazines that want to maintain a conversation with alumni but have been slow to embrace the Web. Most schools have set up password-protected sites where graduates can change their contact information, drop a class note or donate money. But younger alumni, seeking immediate updates from friends and classmates, exchange information in real time on Facebook, MySpace, or Twitter. Harvard s alumni notes are online and password-protected for privacy concerns. Some notes do appear in the magazine, but they run alongside ads sending readers to the Web site. While Harvard has taken a hybrid approach, universities like the Univ. of California - Los Angeles eliminated printed class notes to make space for other content. Stanford adopted a zoning system, so that each graduate gets a magazine with class-specific notes. The online version of Colgate s alumni magazine is a blog, so people can leave comments about articles and one another. Johns Hopkins recently adopted InCircle, a Facebook-like application only open to students and alumni. Universities have been reluctant to embrace social media as a communications channel because they fear a lack of control, but most schools realize they must establish some presence to remain relevant in the lives of their graduates.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/8tgFOXYgCuc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/8tgFOXYgCuc/College-Alumni-Magazines-Struggle-to-Compete-With.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/College-Alumni-Magazines-Struggle-to-Compete-With.aspx</feedburner:origLink></item> <item> <title>Paul Burt said...</title> <description>How do you  share and remix learning resources, and adapt quickly to meet diverse learning needs? How do you implement widespread change quickly, while engaging every subject efficiently for teachers, students and families to learn together? How do you ease the transition, increase the comfort level for educators and family members who are not digital natives? How do you create individual opportunities in mass without being limited by finances? What does a transition tool/structure/model for schools and systems which are years behind look like given our current educational environment? Professional level (integrated profession and subject) conferences  on location and online. Locally organized around a replicable model structure. Shared between schools and communities. Financially and faculty supported by local and national private and public sponsors with common self-interests in the education of students in various subjects, disciplines and skills. . Book publishing projects also work on a similar, multi-level plane to provide layers of benefits for elementary through college students. We re currently organizing and implementing prototypes of both strategies with a New Tech HS, and welcome collaboration.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/DZEUBSUGdp8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/DZEUBSUGdp8/Amplified-Organization.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Amplified-Organization.aspx</feedburner:origLink></item> <item> <title>Areopagit said...</title> <description>The specialists of the International Center for Researches and Education "Areopagit" are at the completion stage of development of the computer program that  make a student learn. This program is based on the research of Dr. Igor Smirnov  Semantic Stimuli Response Measurements Technology , or SSRM Tek, a software-based mind reader that supposedly tests a subject's involuntary response to subliminal messages. The program creates an idea in recipients mind about an urge to learn, to think and to develop their own abilities. If the program will be connected with a networking self-spreading module (like a virus), it is going to be installed on hundreds of thousands of PCs around the world for several months. Besides, the program can define a language of the user and automatically use the corresponding - English, French, Chinese, Spanish, German, Russian or Arabic.&lt;img src="http://feeds.feedburner.com/~r/Amplified-Organization/~4/DZEUBSUGdp8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Amplified-Organization/~3/DZEUBSUGdp8/Amplified-Organization.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Amplified-Organization.aspx</feedburner:origLink></item> </channel> </rss>