European Union-United States Atlantis Program
FIPSE is pleased to announce the Atlantis Program competition for fiscal year 2010. The competition opened January 8, 2010 and closes April 8, 2010. The main focus of Atlantis is on supporting innovative institutional projects for cooperation in the higher education field, including vocational training, which are designed to develop and implement double or joint “transatlantic degrees” for students in the EU and U.S. The program may also support projects to promote other forms of EU-U.S. cooperation in higher education and vocational training, including academic term mobility projects and policy studies.
Atlantis is funded jointly by the European Commission’s Directorate for Education and Culture and by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE). Joint applications must be submitted by the U.S applicant to FIPSE and by the EU applicant institution to the European Commission by April 8, 2010. Program information and application instructions for U.S applicants may be found at http://e-grants.ed.gov. Applicants are also encouraged to check the FIPSE website at www.ed.gov/fipse for more information and a database of funded projects. You may also check the EU-U.S. Atlantis Program Google Map for links to grants made between 2006 and 2009.
U.S. applicants may apply as a single institution or as a consortium of institutions for projects in all disciplines. Since 1995 a total of 162 transatlantic consortia have been funded involving more than 850 European and United States institutions of higher education and vocational education and training. More than 5000 U.S. and EU students have completed programs of study abroad with these consortia projects. Total awards range from two to five years for up to $456,000 and €428.000.
Contact:
Frank Frankfort, Ph.D.
U.S. Department of Education
202-502-7513
frank.frankfort@ed.gov…
ok market. Much is written in the article about "the end of publishing houses "and of course this will have much more profound implications for us as educators than the iPod. Like most of you, I really love being able to write in my books - maybe I'm a Luddite that way? Anyway, if you want to get a sense of the "future of books" do give the article a read...
An excerpt:
Looking long-term, as readers migrate to digital books, there is a real possibility the basic form of the book will change. It is a process already under way, since the Internet has changed the way people access information, content, and entertainment. Evan Schnittman, vice president of global business development at Oxford University Press, believes constant connectivity is a looming threat to an immersive reading experience. "I love to read but I know I read immersively somewhat less now -- and I'm in the publishing industry," he says. "E-books are simply print books in digital form and my question is, Will that be enough? Is that really what we're going to want to be doing?"
If history is any guide, no; the decay of the printed word on paper is part of a predictable pattern of development. The incipient form of a new technology tends to mirror what came before, until innovation and consumer need drive it far beyond its predecessors. The first battlefield tanks looked suspiciously like heavily armored tractors equipped with cannons; early automobiles were called "horseless carriages" for a reason; when newspapers began serving up stories over the Web, the content mirrored what was offered in the print edition. But even as an engineer wouldn't dream of starting with the raw materials for a carriage to design a new sports car, books will move far beyond paper and ink.
Taking on the characteristics of our present online habits, and riding a wave of rapid innovation in screens and microprocessors, books may soon become multimedia events. In this transformative model, the book industry could actually be well-positioned. Publishers could team with authors and multimedia producers to forge a new channel for dynamic e-books that go far beyond linear prose; they may provide a blend of text, video, audio interviews, 3-D maps -- an entire ecosystem of content built on top of the book. For Twilight, the teen-vampire novel by Stephenie Meyer, the multimedia might consist of a video game within the book, mini bios of characters, maps, music, and discussion threads. An interactive element would allow readers to create their own stories, or even their own animated short movies, using the characters in the book. Inevitably, the experience would also include links to products based on the game: T-shirts, action figures, vampire toothbrushes. Suddenly, a book with mere words on a page seems so limited. And not just books. Magazines and newspapers too.
Full Article with images here
Printer Friendly (one long scroll) here.…
ok market. Much is written in the article about "the end of publishing houses "and of course this will have much more profound implications for us as educators than the iPod. Like most of you, I really love being able to write in my books - maybe I'm a Luddite that way? eBooks are certainly good for the enviornment.
Anyway, if you want to get a sense of the "future of books" do give the article a read...
An excerpt:
Looking long-term, as readers migrate to digital books, there is a real possibility the basic form of the book will change. It is a process already under way, since the Internet has changed the way people access information, content, and entertainment. Evan Schnittman, vice president of global business development at Oxford University Press, believes constant connectivity is a looming threat to an immersive reading experience. "I love to read but I know I read immersively somewhat less now -- and I'm in the publishing industry," he says. "E-books are simply print books in digital form and my question is, Will that be enough? Is that really what we're going to want to be doing?"
If history is any guide, no; the decay of the printed word on paper is part of a predictable pattern of development. The incipient form of a new technology tends to mirror what came before, until innovation and consumer need drive it far beyond its predecessors. The first battlefield tanks looked suspiciously like heavily armored tractors equipped with cannons; early automobiles were called "horseless carriages" for a reason; when newspapers began serving up stories over the Web, the content mirrored what was offered in the print edition. But even as an engineer wouldn't dream of starting with the raw materials for a carriage to design a new sports car, books will move far beyond paper and ink.
Taking on the characteristics of our present online habits, and riding a wave of rapid innovation in screens and microprocessors, books may soon become multimedia events. In this transformative model, the book industry could actually be well-positioned. Publishers could team with authors and multimedia producers to forge a new channel for dynamic e-books that go far beyond linear prose; they may provide a blend of text, video, audio interviews, 3-D maps -- an entire ecosystem of content built on top of the book. For Twilight, the teen-vampire novel by Stephenie Meyer, the multimedia might consist of a video game within the book, mini bios of characters, maps, music, and discussion threads. An interactive element would allow readers to create their own stories, or even their own animated short movies, using the characters in the book. Inevitably, the experience would also include links to products based on the game: T-shirts, action figures, vampire toothbrushes. Suddenly, a book with mere words on a page seems so limited. And not just books. Magazines and newspapers too.
Full Article with images here
Printer Friendly (one long scroll) here.…
ok market. Much is written in the article about "the end of publishing houses "and of course this will have much more profound implications for us as educators than the iPod. Like most of you, I really love being able to write in my books - maybe I'm a Luddite that way? eBooks are certainly good for the enviornment.
Anyway, if you want to get a sense of the "future of books" do give the article a read...
An excerpt:
Looking long-term, as readers migrate to digital books, there is a real possibility the basic form of the book will change. It is a process already under way, since the Internet has changed the way people access information, content, and entertainment. Evan Schnittman, vice president of global business development at Oxford University Press, believes constant connectivity is a looming threat to an immersive reading experience. "I love to read but I know I read immersively somewhat less now -- and I'm in the publishing industry," he says. "E-books are simply print books in digital form and my question is, Will that be enough? Is that really what we're going to want to be doing?"
If history is any guide, no; the decay of the printed word on paper is part of a predictable pattern of development. The incipient form of a new technology tends to mirror what came before, until innovation and consumer need drive it far beyond its predecessors. The first battlefield tanks looked suspiciously like heavily armored tractors equipped with cannons; early automobiles were called "horseless carriages" for a reason; when newspapers began serving up stories over the Web, the content mirrored what was offered in the print edition. But even as an engineer wouldn't dream of starting with the raw materials for a carriage to design a new sports car, books will move far beyond paper and ink.
Taking on the characteristics of our present online habits, and riding a wave of rapid innovation in screens and microprocessors, books may soon become multimedia events. In this transformative model, the book industry could actually be well-positioned. Publishers could team with authors and multimedia producers to forge a new channel for dynamic e-books that go far beyond linear prose; they may provide a blend of text, video, audio interviews, 3-D maps -- an entire ecosystem of content built on top of the book. For Twilight, the teen-vampire novel by Stephenie Meyer, the multimedia might consist of a video game within the book, mini bios of characters, maps, music, and discussion threads. An interactive element would allow readers to create their own stories, or even their own animated short movies, using the characters in the book. Inevitably, the experience would also include links to products based on the game: T-shirts, action figures, vampire toothbrushes. Suddenly, a book with mere words on a page seems so limited. And not just books. Magazines and newspapers too.
Full Article with images here
Printer Friendly (one long scroll) here.…
, 2009
How do you educate a generation of students eternally distracted by the internet, cellphones and video games? Easy. You enable them by handing out free iPhones — and then integrating the gadget into your curriculum.
That’s the idea Abilene Christian University has to refresh classroom learning. Located in Texas, the private university just finished its first year of a pilot program, in which 1,000 freshman students had the choice between a free iPhone or an iPod Touch.
The initiative’s goal was to explore how the always-connected iPhone might revolutionize the classroom experience with a dash of digital interactivity. Think web apps to turn in homework, look up campus maps, watch lecture podcasts and check class schedules and grades. For classroom participation, there’s even polling software for Abilene students to digitally raise their hand.
The verdict? It’s working quite well. 2,100 Abilene students, or 48 percent of the population, are now equipped with a free iPhone. Fully 97 percent of the faculty population has iPhones, too. The iPhone is aiding Abilene in giving students the information they need — when they want it, wherever they want it, said Bill Rankin, a professor of medieval studies who helped plan the initiative.
“It’s kind of the TiVoing of education,” Rankin said in a phone interview. “I watch it when I need it and in ways that I need it. And that makes a huge difference.”
The traditional classroom, where an instructor assigns a textbook, is heading toward obsolescence. Why listen to a single source talk about a printed textbook that will imminently be outdated in a few years? That setting seems stale and hopelessly limited when pitted against the internet, which opens a portal to a live stream of information provided by billions of minds.
“About five years ago my students stopped taking notes,” Rankin said. “I asked, ‘Why are you not taking notes?’ And they said, ‘Why would we take notes on that?…. I can go to Wikipedia or go to Google, and I can get all the information I need.”
Conversely, the problem with the internet is there’s too much information, and it’s difficult to determine which data is valuable.
These are the specific educational problems Abilene is targeting with the iPhone. Instead of standing in front of a classroom and talking for an hour, Rankin instructs his students to use their iPhones to look up relevant information on the fly. Then, the students can discuss the information they’ve found, and Rankin leads the dialogue by helping assess which sources are accurate and useful.
It’s like a mashup of a 1960s teach-in with smartphone technology from the 2000s.
Each participating Abilene instructor is incorporating the iPhone differently into their curriculum. In some classrooms, professors project discussion questions onscreen in a PowerPoint presentation. Then, using polling software that Abilene coded for the iPhone, students can answer the questions anonymously by sending responses electronically with their iPhones. The software can also quickly quiz students to gauge whether they’re understanding the lesson.
Most importantly, by allowing the students to participate in polls anonymously with the iPhone, it relieves them of any social pressure to appear intelligent in front of their peers. If they answer wrong, nobody will know who it was, ridding students of humiliation. And if students don’t understand a lesson, they can ask the teacher to repeat it by simply tapping a button on the iPhone.
“Polling opens up new realms for people for discussion,” said Tyler Sutphen, an ACU sophomore who has participated in the iPhone initiative for a year. “It’s a lot more interactive for those who aren’t as willing to jump up and throw out their answer in class. Instead, you push a button on the iPhone.”
Kasey Stratton, a first-year ACU business student, said her favorite aspect of the iPhone program was how apps are changing the way students interact socially. Many Abilene students use Bump, a free app downloadable through the App Store [iTunes], which enables them to swap e-mails and phone numbers by bumping their iPhones together. Also, the campus’ map app helped her become familiar with the campus quickly when she arrived.
“At ACU it’s like they see [the iPhone] is the way of the future and they might as well take advantage of it,” Stratton said in a phone interview. “They’re preparing us for the real world — not a place where you’re not allowed to use anything.”
Implementing the iPhone program wasn’t easy. In addition to writing custom web apps for the iPhone, the university optimized its campuswide Wi-Fi to support the 2,100 iPhones. Rankin declined to disclose exact figures for money invested in the iPhone program, but he said the initiative only takes up about 1 percent of the university’s annual budget. To offset costs, the university discontinued in-dorm computer labs, since the vast majority of students already own notebooks. Students who opted for iPhones are responsible for paying their own monthly plans with AT&T.
After a successful run, the university plans to continue the iPhone program, with plans to upgrade to new iPhones every two years. Rankin said some UK universities plan to launch similar initiatives as well. In the United States, Stanford doesn’t hand out free iPhones to its students (yet), but it offers an iPhone app called iStanford for students to look up class schedules, the Stanford directory, the campus map and sports news. Stanford also offers a computer science course on iPhone app programming, whose lectures are streamed for free via iTunes.
“For us, it isn’t primarily about the device,” Rankin said. “This is a question of, how do we live and learn in the 21st century now that we have these sorts of connections?…. I think this is the next platform for education.”
See Also:
From iLightswitch to iBurrito, Stanford Students Concoct iPhone …
Student Orchestra Performs Music With iPhones
Apple, Stanford Teaching iPhone Development for Free
Stanford’s Free iPhone Coding Class Surpasses 1M Downloads …
Stanford Offers iPhone 101: App Developing Workshop
FROM: http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+wired%2Findex+%28Wired%3A+Index+3+%28Top+Stories+2%29%29&utm_content=Google+Reader
…
Gliffy
4- Infogr.am
5- Visually
You can read their mini-descriptions of each app HERE.
For more on infographics here at MC POP take a gander at:
LESSON PLAN: More on Teaching With Info graphics
INFOGRAPHIC: Math Engagement
INFOGRAPHIC: 10 Levels of Intimacy in Today's Communication
INFOGRAPHIC: Civil War
Infographics: Turning Data Into Information
INFOGRAPHIC: The Opportunity Gap in Ed
INFOGRAPHIC: Media Consolidation - The Illusion of Choice
INFOGRAPHIC: Is the Internet Hurting Our Environment?
RESOURCE: Visual Learning--The Infograph
INFOGRAPHIC: Subway Map Meets World Languages
QUESTION: Infographics sites?
"The Leonardo da Vinci of Data" Edward Tufte
INFOGRAPHIC: How animals see the world
Best Images from the 2010 International Science and Engineering Visualization Challenge
INFOGRAPHIC: Racing Against History 100+ Years of 100M Freestyle
INFOGRAPHIC: Student Bullying Statistics
INFOGRAPHIC: Observatory Safely Studies Deep-Sea Life
there are a lot more links - just do a search at the site for "infographics" and there is lots more to see!
…
Gliffy
4- Infogr.am
5- Visually
You can read their mini-descriptions of each app HERE.
For more on infographics here at MC POP take a gander at:
LESSON PLAN: More on Teaching With Info graphics
INFOGRAPHIC: Math Engagement
INFOGRAPHIC: 10 Levels of Intimacy in Today's Communication
INFOGRAPHIC: Civil War
Infographics: Turning Data Into Information
INFOGRAPHIC: The Opportunity Gap in Ed
INFOGRAPHIC: Media Consolidation - The Illusion of Choice
INFOGRAPHIC: Is the Internet Hurting Our Environment?
RESOURCE: Visual Learning--The Infograph
INFOGRAPHIC: Subway Map Meets World Languages
QUESTION: Infographics sites?
"The Leonardo da Vinci of Data" Edward Tufte
INFOGRAPHIC: How animals see the world
Best Images from the 2010 International Science and Engineering Visualization Challenge
INFOGRAPHIC: Racing Against History 100+ Years of 100M Freestyle
INFOGRAPHIC: Student Bullying Statistics
INFOGRAPHIC: Observatory Safely Studies Deep-Sea Life
there are a lot more links - just do a search at the site for "infographics" and there is lots more to see!
…
Gliffy
4- Infogr.am
5- Visually
You can read their mini-descriptions of each app HERE.
For more on infographics here at MC POP take a gander at:
LESSON PLAN: More on Teaching With Info graphics
INFOGRAPHIC: Math Engagement
INFOGRAPHIC: 10 Levels of Intimacy in Today's Communication
INFOGRAPHIC: Civil War
Infographics: Turning Data Into Information
INFOGRAPHIC: The Opportunity Gap in Ed
INFOGRAPHIC: Media Consolidation - The Illusion of Choice
INFOGRAPHIC: Is the Internet Hurting Our Environment?
RESOURCE: Visual Learning--The Infograph
INFOGRAPHIC: Subway Map Meets World Languages
QUESTION: Infographics sites?
"The Leonardo da Vinci of Data" Edward Tufte
INFOGRAPHIC: How animals see the world
Best Images from the 2010 International Science and Engineering Visualization Challenge
INFOGRAPHIC: Racing Against History 100+ Years of 100M Freestyle
INFOGRAPHIC: Student Bullying Statistics
INFOGRAPHIC: Observatory Safely Studies Deep-Sea Life
there are a lot more links - just do a search at the site for "infographics" and there is lots more to see!
…
Gliffy
4- Infogr.am
5- Visually
You can read their mini-descriptions of each app HERE.
For more on infographics here at MC POP take a gander at:
LESSON PLAN: More on Teaching With Info graphics
INFOGRAPHIC: Math Engagement
INFOGRAPHIC: 10 Levels of Intimacy in Today's Communication
INFOGRAPHIC: Civil War
Infographics: Turning Data Into Information
INFOGRAPHIC: The Opportunity Gap in Ed
INFOGRAPHIC: Media Consolidation - The Illusion of Choice
INFOGRAPHIC: Is the Internet Hurting Our Environment?
RESOURCE: Visual Learning--The Infograph
INFOGRAPHIC: Subway Map Meets World Languages
QUESTION: Infographics sites?
"The Leonardo da Vinci of Data" Edward Tufte
INFOGRAPHIC: How animals see the world
Best Images from the 2010 International Science and Engineering Visualization Challenge
INFOGRAPHIC: Racing Against History 100+ Years of 100M Freestyle
INFOGRAPHIC: Student Bullying Statistics
INFOGRAPHIC: Observatory Safely Studies Deep-Sea Life
there are a lot more links - just do a search at the site for "infographics" and there is lots more to see!
…
Gliffy
4- Infogr.am
5- Visually
You can read their mini-descriptions of each app HERE.
For more on infographics here at MC POP take a gander at:
LESSON PLAN: More on Teaching With Info graphics
INFOGRAPHIC: Math Engagement
INFOGRAPHIC: 10 Levels of Intimacy in Today's Communication
INFOGRAPHIC: Civil War
Infographics: Turning Data Into Information
INFOGRAPHIC: The Opportunity Gap in Ed
INFOGRAPHIC: Media Consolidation - The Illusion of Choice
INFOGRAPHIC: Is the Internet Hurting Our Environment?
RESOURCE: Visual Learning--The Infograph
INFOGRAPHIC: Subway Map Meets World Languages
QUESTION: Infographics sites?
"The Leonardo da Vinci of Data" Edward Tufte
INFOGRAPHIC: How animals see the world
Best Images from the 2010 International Science and Engineering Visualization Challenge
INFOGRAPHIC: Racing Against History 100+ Years of 100M Freestyle
INFOGRAPHIC: Student Bullying Statistics
INFOGRAPHIC: Observatory Safely Studies Deep-Sea Life
there are a lot more links - just do a search at the site for "infographics" and there is lots more to see!
…