EdcampPlano+Resources

[[file:PBL Cookbook for edcamp.pdf]]
[] Resources from Tweet Outside the Box, Amber Teamann

[|Brain Based Teaching Powerpoint][|by Diane Dahl] Energizing Brain Breaks Flipbook: []

Posted here, video recording of prior presentation of this talk along with a rich collection of resources so support your own creation of stories told through Digital Threads.
 * Resources from Digital Storytelling through Digital Threads- Chris Bigenho**.

Below are a few resources to help you further explore this topic. I have included the preliminary paper which was accepted and presented at the American Educational Research Association (AERA) Annual Meeting 2010 and is currently under preliminary acceptance with Computers in the Schools pending minor review changes. This second version is in greater depth and is a more complete representation of what was presented. Additionally, I have included links to the some of the videos used in the study so that you can explore this with your faculty and students. I recently ran my 10th grade biology class through several of these and it was a real eye-opener for them. Of course, if you have questions or want to continue the dialog, you can contact me at bigenhoc@greenhill.org, cbigenho.unt@gmail.com or on Twitter at @bigenhoc.
 * Cognitive Load and Multitasking** by Chris Bigenho

Lin, L, **Bigenho, C**. (2009). Note-taking, cognitive load and word recall in different media environments. Submitted to AERA and Accepted: July, 2009. (Download PDF) > **Abstract:** The study investigates students’ abilities to recall words in three media environments: no-distraction, auditory-distraction, and auditory-visual-distraction settings. The study further examines the roles that note-taking tools – no note-taking, note-taking-on-paper, and note-taking on-a-computer – play in these settings. Nine experiments, each with a total of 21-47 undergraduate student participants were conducted. Results indicated that there were significant interactions between environments and note-taking tools. In the no-distraction environment, the participants performed best while taking notes on paper, second best while taking notes on computer, and third while not taking notes. However, in the auditory-visual distraction environment, the participants performed word recall best while not taking notes, second while taking notes on the computer, and third while taking notes on paper. Implications are discussed. Video Samples for your Exploration Additional Resources to help you explore further
 * List 1.1: @http://youtu.be/QCFeX4TZBvs
 * List 2.1: http://youtu.be/Eaw5E7HM7sk
 * List 3.1: @http://youtu.be/FSb51x930U0
 * Working Memory by Baddeley, A This link includes citations for many other articles in Science that draw from this article extending or applying this theory.
 * Cognitive Load Theory (Sweller): @http://tip.psychology.org/sweller.html
 * Dual Coding theory (Paivio, A.): @http://en.wikipedia.org/wiki/Dual-coding_theory

Blogging with Fifth grade: []

Facebook Guide for Educators [] Facebook in the Classroom by [|Jennifer Ralston] http://prezi.com/azs0d3lam-68/facebook-in-kindergarten/


 * App/Website Throwdown List** @http://tinyurl.com/3d6mm6u

__ [] __Google Forms Website, Toni Dowdy & Jamie Lakey Coppell ISD

More Info [|Three Teachers Talk]
=Google Apps - @stuartburt Parts I & 2= media type="youtube" key="TWYLBOCsWzo" height="349" width="560"media type="youtube" key="AESYszkpc8E" height="349" width="560"

= @8amber8 - Tweet Outside of the Box - Part I - EdcampPlano = media type="youtube" key="_ClbmEaSib8" height="349" width="560"