Sunday, June 26, 2016

Morton M. Sternheim of Amherst, professor emeritus of physics at the University of Massachusetts Amherst, has received the National Science Teachers Association award

Daily Hampshire Gazette - Business briefs: Teacher opens Hadley yoga studio: Sternheim’s service to education noted

AMHERST – Morton M. Sternheim of Amherst, professor emeritus of physics at the University of Massachusetts Amherst, has received the National Science Teachers Association award for distinguished service to science education.

Sternheim is currently director of the UMass STEM Education Institute and of the Pioneer Valley STEM Pipeline Network.

He will be honored during a banquet at the 2017 NSTA national meeting in Los Angeles. These awards honor NSTA members who, through active leadership and scholarly work over a significant period of time, have made extraordinary contributions to the advancement of education in the sciences and science teaching.

Some intersting notes IMCO

Helen and Mort Sternheim

Department of Physics

University of Massachusetts Amherst

We began the UMassK12 project in May 1986 with a PC based electronic bulletin board (BBS) called the Physics Forum. The project is now an Internet service for teachers and students and is in its fifteenth year of continuous operation. It is the oldest such service in Massachusetts, and one of the oldest in the nation.
The original Physics Forum BBS was designed to meet the needs of physics teachers. Typically there are only one or two physics teachers in a high school, and many have minimal formal training in physics. The idea was to link them to each other and to the resources of the University. With the help of a UMass grant, and using our experience in running bulletin boards for a computer users group, we set up a system that would allow users to share ideas and download teaching materials.

Being a bit naïve, we were surprised when nobody showed any interest. Teachers didn’t have modems, or telephones in school, or computers. Furthermore, they didn’t see why they would want to get online. We did presentations at MassCUE and other meetings, offered training sessions, and wrote articles.  At the urging of Mary Alice Wilson, the Five Colleges/Public School Partnership Coordinator, we broadened our vision to include all teachers. Eventually the idea caught on and people began to use the service. MassCUE helped with a grant, and MCET funded 800 lines for two years.

We also got involved in helping teachers improve their science teaching with a series of National Science Foundation funded projects. In 1989, SpaceMet helped middle school teachers to make science more engaging using space science and exploration, and, of course, telecommunications. It also funded the expansion of the bulletin boards to the SpaceMet system, four computers providing local access in the Pioneer Valley. These computers all shared echomail, which is similar to Internet newsgroups, with each other and with a global network of 30,000 “FidoNet” bulletin boards via phone lines. The State College network also provided connections statewide. Angus “Terry” Dun, a computer technology teacher at Franklin County Tech, joined us as Technical Director. 5C5E followed in 1992, showing teachers how to do environmental research with their students.

By 1992 the Internet had reached the point that everyone knew about it and was clamoring to get online, but access was not available in much of the state. This was before the web, and a menu-based system called gopher was fairly new. Text still ruled; there were no graphics, and most teachers had access only to relatively limited PC’s. A service called Cleveland FreeNet had developed an easy to use set of menus, and we decided put a similar system online based on the FreePort software.

The University donated a DEC workstation, and hired programmer Matt Kimmel, who had served as a volunteer in the early bulletin board years while in his mid teens. The software was not designed for the version of Unix on our computer, but Matt eventually got it run to reliably.

The original UMassK12 text based system went online in May 1993. We offered free Internet accounts to all Massachusetts teachers and their students. Again we were a bit naïve, but we were surprised in a different way: we were inundated by a flood of eager users. Before long we had three students setting up accounts. Close to 10,000 accounts were issued overall. We held almost weekly training workshops on campus, and distributed countless users manuals. Ultimately the system had as many as 100 simultaneous users, and response slowed to a crawl. We limited the number of new accounts per school in an attempt to slow the growth.

Another problem we had to face was funding. The NSF grants were ending, and UMassK12 was too much for volunteers to manage. Reluctantly, we began to charge for accounts. This gave us the resources to maintain and expand our services to meet whatever the demand might be. Gradually, as other commercial and education Internet options appeared, our user base diminished. However, despite the free or almost free accounts now available to public school teachers, we do maintain a core of users who appreciate the kind of service we offer.

Soon after the text-based UMassK12 went online, the World Wide Web made its appearance. Our users began to clamor for a system that would support web browsers as well as graphical mail and news clients. We couldn’t provide the requisite PPP or Slip connections, but three Amherst Regional High School students (Chris Cardé, James Hines, and Joe Kislo) offered to set up a Linux based Pentium using a program called Slirp that accomplished the same purpose. By late 1995 we could offer users a choice of the new UMassK12s or the older system, which did not require up to date user hardware. Adam Kramer, then a home-schooled high school student in Greenfield, joined us as our Mac user support expert.

As Y2K approached, we learned that our DEC workstation’s operating system and our FreePort software were both noncompliant. Once again we turned to talented high school programmers: Dan Gullage and Amos Weatherbee at Franklin County Tech. They reverse engineered the software, producing a similar looking menu based system with totally new innards. Late in 1999, users were transferred to the new system, and we waited with curiosity to learn what would happen to the old one at midnight on December 31. One more surprise: nothing happened. It was running just fine when we pulled the plug in March.

At this time, our Internet servers can be reached via modem pools in Amherst, Franklin County, and Holyoke. Limited access is also available via Westfield State, Mount Holyoke College, and UMass Boston. We offer low cost accounts to anyone involve in K12 education. We operate a website open to everyone with many pointers to educational resources, Visit us sometime!

A few personal notes: Mort and Helen met in a physics class at the City College of New York. She got a degree in electrical engineering and went on to break the gender barrier at Curtis Wright Electronics and at Southern New England Telephone; she continues to serve as UMassK12 User Service Director. Mort got additional degrees in physics from New York University and Columbia, coming to UMass after postdocs at Brookhaven National Lab and Yale. He accepted early retirement in 1997 from his position as a physics professor, but continues on a post-retirement appointment to direct a 21-college NSF funded program called STEMTEC. It is designed to produce more and better-prepared math and science teachers. 

Terry Dun continues at the Director of Technical Services and is also now the Technology Coordinator at Franklin County Tech. Mary Alice Wilson has retired and is focusing on grandchildren and bird watching. All our bright young programmers are now in college studying computer science or are working as computer professionals.

Tuesday, May 24, 2016

Best Online Colleges in 2016 | Accredited Schools Online

Best Online Colleges in 2016 | Accredited Schools Online

Hello Dave

My team and I at Accredited Schools
Online have recently updated our online colleges guidebook and I wanted
to share with you our refreshed information. After taking a look at your
website, I thought our guidebook would fit quite nicely here:

Inside our guidebook you will find our
handy-dandy college comparison tool, a list of colleges for online
students that can be sorted according to personal preference, and
different college majors offered online with descriptions and
"how-to's". All this and more can be found by following this link to our
guide: Online Colleges Guidebook

Best Wishes,
Angela Hanners
Director of Communications
Accredited Schools Online 

About us: Accredited Schools Online is a
comprehensive accreditation resource that provides prospective students
and families with the tools needed to make well-informed decisions about
their education. This message is intended for U.S. audiences only.
Please let us know if this email has reached you in error, and we will
remove you promptly. If you no longer wish to receive updates about our
education resources, please visit us here: or see our privacy policy. Accredited Schools Online, P.O. Box 77041, San Francisco, CA 94107

Friday, November 20, 2015

7 Simple Tools for New Teachers to Learn - EdTechReview™ (ETR)

7 Simple Tools for New Teachers to Learn - EdTechReview™ (ETR): 7 Simple Tools for New Teachers to Learn

Jessica Sanders
19 November 2015 7 Simple Tools for New Teachers to Learn
In fact, many are very simple to use, making them easy to learn and implement in your classroom.

These seven tools, ranging from video creating platforms to online reading logs, are not only simple, but engage your students and motivate them to learn more while having fun.

If you’re looking to use a new website or game during activity-station time, this is a great option. FunBrain offers a wide variety of online games that help students learn while having fun. Subjects covered include reading and math, with games like Tic Tac Toe Squares—“The classic game with a math twist!”—and The Grammar Gorillas—“Our friends, the Grammar Gorillas, need help identifying parts of speech.”

This tool can only be used on the iPad, making it best for teachers in an iPad classroom or school, 1:1 or otherwise. However, with an iPad in hand, this simple tool allows you and your students to reimagine the way they brainstorm, study and take notes via mind maps.

With Popplet, you and your students start with a single phrase or image in the middle of the map, adding ideas, facts and important information as branches. The branches can be color coded and labeled. For example, students can label their specific branches when working in groups, so you can see who contributed what.
Whooo’s Reading

This simple tool is all you need to motivate students to read more. Students log their reading, answer CCSS-aligned comprehension questions, and comment on their peers’ responses to earn Wisdom Coins. These Coins can be “spent” on virtual accessories in the Owl Shop. You’ll be amazed at how motivating this is for students.

As an educator, it’s easy to implement—simply add your student roster. Once students start logging reading, you’ll be able to see reading and comprehension progress via Lexile measures, along with average minutes read, average responses scored and written, and more.

This data makes it easy to follow the progress of your students and offer personalized recommendations for reading and improving.

Use this fun tool to get to know your students, throw a pop quiz or simply check on understanding during long lectures. Simply write a question, share it to your class, and watch the responses in real-time. Students can answer your question via Twitter, a web browse or their mobile phone, making this a simple and accessible school to teachers in a variety of settings.

Animoto is a fun and simple platform that you and your students can use to make awesome videos without any video editing knowledge. Once you choose your style and song (options are built into the platform), you can customize with text, videos and photos, produce your final product and share.

If you want to start a class blog, or help your students start their own blogs, WordPress may seem a bit overwhelming. Edublogs, the largest education blogging platform on the web, is the perfect option, making it simple to create, maintain and share yours and your students’ blogs.

This education blogging tool is free and comes with a variety of built-in safety and security features, such as privacy control, moderated content and activity reports, so you and your students’ parents can rest easy.
About the Author
Author: Jessica SandersWebsite:

Monday, November 16, 2015

CSS Beginner Tutorial | HTML Dog

CSS Beginner Tutorial | HTML Dog: CSS Beginner Tutorial

Like the HTML Beginner Tutorial, the CSS Beginner Tutorial assumes that you know as much about CSS as you do about the cumulative effects of sea squirt discharge on the brain chemistry of Germanic ammonites. The purpose of this guide is to teach the bare essentials - just enough to get started. The CSS Intermediate Tutorial and CSS Advanced Tutorial go into more depth about CSS.

Friday, November 13, 2015

5 Tools for Collaboration Teachers Must Be Using By Now - EdTechReview™ (ETR)

5 Tools for Collaboration Teachers Must Be Using By Now - EdTechReview™ (ETR): Research shows that teacher collaboration helps students do better and also raises student achievement. Collaboration not only makes work easier but also makes it better for students but also when ideas collaborate the level of creativity can rise to significant levels. Collaboration plays an important role and therefore means to make it happen should come to you like a piece of cake.

Below  are 5 amazing collaboration tools that you must be using by now for uninterrupted collaboration!

Friday, August 21, 2015

5 Reasons Why Schools Are Adopting Communication And Sharing Apps - EdTechReview™ (ETR)

5 Reasons Why Schools Are Adopting Communication And Sharing Apps - EdTechReview™ (ETR): In a digital world where it is now second nature to send emails, ping people via instant message, text etc. what will happen to the School Almanac. The unthinkable is about to happen, schools are already contemplating whether the Almanac or the ubiquitous diary has outlived its utility.

Things that had to be communicated across the school were sent as a circular and even more pressing information was sent out using SMS.

Read More:
About the Author
Author: Editorial TeamWebsite:
EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century.
For more latest updates, You can join us on Google+, Twitter, Linkedin

Thursday, May 21, 2015

Tuesday, April 14, 2015

Stanford ESP - Discover Splash-Splash is about learning

Stanford ESP - Discover Splash: Be a Part of Splash

Splash is about learning.

Splash is an enrichment program for students in grades 7-12 aimed at giving students the opportunity to explore new subject areas, learn something new, and discover their passions. Hundreds of volunteer Stanford students and community members come together for a single weekend to teach anything they want to students from all over California.

Monday, March 9, 2015

What Students Should Know About 21st Century Learning? - EdTechReview™ (ETR)

What Students Should Know About 21st Century Learning? - EdTechReview™ (ETR): What Students should know about 21st Century Learning?

Learning is an evolving process. As times change, industry changes, requirements of expertise and knowledge changes and thus the education content and specifications change. 21st century is seen as the revolution stage in the field of technology. For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. It's as though schools were meant to be rigid and boring. But now the situation has changed. Technology has successfully integrated itself to the basic needs of the education system today in the form of online lectures, group forum assignments, personal learning networks etc.

Monday, March 2, 2015

Engage, Entertain and Educate Using ThingLink - EdTechReview™ (ETR)

Engage, Entertain and Educate Using ThingLink - EdTechReview™ (ETR)

 ThingLink is a well-known platform for making interactive images,
videos for educational channels, web, social, and advertising. Its
interactive images provide an opportunity for students to enhance their
learning and develop 21st century skills.

Students can create, collaborate and communicate and engage in
critical thinking and problem solving. It is an amazing tool that is
transforming teaching and learning.
  • It’s a tool for annotating images and defining through multimedia.
  • Create multiple ‘hot spots’ to annotate images with text, pictures, video, audio and hyperlinks to web content.
  • Mobile apps for iOS and Android to quickly capture life’s moments with wifi.
  • Help students develop 21st century skills.

Knowledge worker one who works primarily with information or one who develops and uses knowledge in the workplace

Knowledge worker

The term was first coined by Peter Drucker ca. 1959, as one who works primarily with information or one who develops and uses knowledge in the workplace.

 “Knowledge networks” are collections of individuals and teams who come together across organizational, spatial and disciplinary boundaries to invent and share a body of knowledge. The focus of such networks is usually on developing, distributing and applying knowledge.

From Wikipedia, the free encyclopedia

Knowledge workers are workers whose main capital is knowledge. Typical examples may include software engineers, doctors, architects, engineers, scientists, public accountants, lawyers, and teachers, because they "think for a living".[1]

What differentiates knowledge work from other forms of work is its primary task of "non-routine" problem solving that requires a combination of convergent, divergent, and creative thinking.[2] Also, despite the amount of research and literature on knowledge work there is yet to be a succinct definition of the term.[3]

The issue of who knowledge workers are, and what knowledge work entails, however, is still debated. Mosco and McKercher (2007) outline various viewpoints on the matter. They first point to the most narrow and defined definition of knowledge work, such as Florida’s view of it as specifically, "the direct manipulation of symbols to create an original knowledge product, or to add obvious value to an existing one", which limits the definition of knowledge work to mainly creative work. They then contrast this view of knowledge work with the notably broader view which includes the handling and distribution of information, arguing that workers who play a role in the handling and distribution of information add real value to the field, despite not necessarily contributing a creative element. Thirdly, one might consider a definition of knowledge work which includes, "all workers involved in the chain of producing and distributing knowledge products", which allows for an incredibly broad and inclusive categorization of knowledge workers. It should thus be acknowledged that the term "knowledge worker" can be quite broad in its meaning, and is not always definitive in who it refers to.[4]

Knowledge workers spend 38% of their time searching for information. They are also often displaced from their bosses, working in various departments and time zones or from remote sites such as home offices and airport lounges.[5]

Knowledge workers are employees who have a deep background in education and experience and are considered people who "think for a living." They include software developers, doctors, lawyers, inventors, teachers, nurses, financial analysts and architects.[6] As businesses increase their dependence on information technology, the number of fields in which knowledge workers must operate has expanded dramatically.

Even though they sometimes are called "gold collars",[7] because of their high salaries, as well as because of their relative independence in controlling the process of their own work,[8] current research shows that they are also more prone to burnout, and very close normative control from organizations they work for, unlike regular workers.[9]

Managing knowledge workers can be a difficult task. Most knowledge workers prefer some level of autonomy, and do not like being overseen or managed. Those who manage knowledge workers are often knowledge workers themselves, or have been in the past. Projects must be carefully considered before assigning to a knowledge worker, as their interest and goals will affect the quality of the completed project. Knowledge workers must be treated as individuals. "Managing Knowledge Workers: Getting the Most From Them". Retrieved 2014-06-27.

Weiss (1960)[full citation needed] said that knowledge grows like organisms, with data serving as food to be assimilated rather than merely stored. Popper (1963)[full citation needed] stated there is always an increasing need for knowledge to grow and progress continually, whether tacit (Polanyi, 1976)[full citation needed] or explicit.

Toffler (1990)[full citation needed] observed that typical knowledge workers (especially R&D scientists and engineers) in the age of knowledge economy must have some system at their disposal to create, process and enhance their own knowledge. In some cases they would also need to manage the knowledge of their co-workers.

Nonaka (1991)[full citation needed] described knowledge as the fuel for innovation, but was concerned that many managers failed to understand how knowledge could be leveraged. Companies are more like living organisms than machines, he argued, and most viewed knowledge as a static input to the corporate machine. Nonaka advocated a view of knowledge as renewable and changing, and that knowledge workers were the agents for that change. Knowledge-creating companies, he believed, should be focused primarily on the task of innovation.

This laid the foundation for the new practice of knowledge management, or "KM", which evolved in the 1990s to support knowledge workers with standard tools and processes.

Savage (1995) describes a knowledge-focus as the third wave of human socio-economic development. The first wave was the Agricultural Age with wealth defined as ownership of land. In the second wave, the Industrial Age, wealth was based on ownership of Capital, i.e. factories. In the Knowledge Age, wealth is based upon the ownership of knowledge and the ability to use that knowledge to create or improve goods and services. Product improvements include cost, durability, suitability, timeliness of delivery, and security. Using data,[citation needed] in the Knowledge Age, 2% of the working population will work on the land, 10% will work in Industry and the rest will be knowledge workers.[

Saturday, January 3, 2015

Educational Resources - at University of Massachusetts Amherst

Home - Open Educational Resources - Subject Research Guides at University of Massachusetts Amherst

 About 383,000,000   education resources {Google Search} 

Open Educational Resources (OER): Resource Roundup | Edutopia

Open Repositories, Collections, and Tools

Open Books and Textbooks

Open Courses and Learning Modules

Blogs, Articles and Other Resources

Understanding the Power of Open Educational Resources (OER)

Wednesday, October 22, 2014

Think Through Math is a supplemental Web-based solution

Having a focus on fundamentals and the progressions to algebra, Think Through Math deepens understanding of critical mathematical concepts and improves higher-order thinking and problem-solving skills.

Sunday, September 21, 2014

Living & Learning | Next Avenue

 Where Grown-ups Keep Growing

America is in the midst of an age boom and with it, an amazing transition. In general, those of us over the age of 50 are expected to live longer than any previous generation.

We're in the process of creating a new life stage that lies somewhere between young adulthood and "old-old" adulthood. This stage doesn't have a name. We call it Adult Part 2. And if you're reading this you're probably smack dab in it.

You're aware that many years of life lie ahead of you and, very likely, you have a different set of expectations for these "bonus years" than you had for earlier adulthood. You sense that you can somehow apply your knowledge and experiences in a meaningful way. Yet you may not know exactly how to achieve this new vision or see all the many possibilities available to you as you navigate the physical, health, work, and financial shifts that inevitably accompany this phase.

Enter Next Avenue. We're a group of public television people and journalists who, for the most part, are experiencing the very same things you are. Like you, we see both challenges and opportunities and we recognize that what we could all use right about now is an abundance of reliable information that can help us figure out what's, well, next.

So we aim to deliver that—in a way that's both smart and accessible.

If you think we could do a better job, we want you to tell us so. In fact, we want your input on a lot of things. There are places throughout the site that let you give us feedback, share your experiences and send us your stories.

Thanks for walking with us down Next Avenue.
Who We Are

We're all passionate about delivering good, solid, trustworthy information and compelling perspectives that can transform people's lives. Most of us are in our Adult Part 2 and on the journey with you. There are a few terrific young adults on our team who are dead set on paving the way for their peers who'll someday turn down this avenue with them.

Content Sources

Next Avenue has developed formal relationships with key content sources that provide articles and video for View our list of content sources to learn more about these government agencies, non-profit organizations, independent media producers, and public television stations.

Tuesday, June 3, 2014

Business School, Disrupted -

Business School, Disrupted -
“Do it cheap and simple,” Professor Christensen says. “Get it out there.”
But Harvard Business School’s online education program is not cheap,
simple, or open. It could be said that the school opted for the Porter
theory. Called HBX, the program will make its debut on June 11 and has its own admissions office.
Instead of attacking the school’s traditional M.B.A. and executive
education programs — which produced revenue of $108 million and $146
million in 2013 — it aims to create an entirely new segment of business
education: the pre-M.B.A. “Instead of having two big product lines, we
may be on the verge of inventing a third,” said Prof. Jay W. Lorsch, who has taught at Harvard Business School since 1964.

Starting last month, HBX has been quietly admitting several hundred students,
mostly undergraduate sophomores, juniors and seniors, into a program
called Credential of Readiness, or CORe.
The program includes three online courses — accounting, analytics and
economics for managers — that are intended to give liberal arts students
fluency in what it calls “the language of business.” Students have nine
weeks to complete all three courses, and tuition is $1,500. Only those
with a high level of class participation will be invited to take a
three-hour final exam at a testing center.

“We don’t want tourists,” said Jana Kierstead, executive director of HBX, alluding to the high dropout rates among MOOCs.

Wednesday, May 28, 2014

The DIY Guide to Converting Existing Content into an eLearning Course

The DIY Guide to Converting Existing Content into an eLearning Course
 Although instructor-led or classroom training still remains as one of
the most common ways to train employees, the opportunity to implement
eLearning to is a more cost-effective and convenient option.
Those new to creating eLearning courses will find this post useful in
answering their questions and providing them with a checklist of things
to consider during the process of converting existing content, which
goes far beyond simply transferring content to an online format.

Monday, March 10, 2014

The promise of peer-to-peer training - The Globe and Mail

The promise of peer-to-peer training
The Globe and Mail - ‎15 hours ago‎
“This shift in power to the consumer and citizens is not temporary or the product of faddish technology,” writes Simon Mainwaring in his recent book We First. “It is clearly one of the most fundamental and enduring characteristics of the modern digital ...

Sunday, February 9, 2014

eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know

eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know: eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know
Posted by Karla Gutierrez on Thu, Jan 16, 2014 @ 11:03 AM

Business owners, managers and executives new to the eLearning field sometimes find it hard to grasp industry concepts and terms. Though most of the times they’re not going to be developing the courses themselves, they need to fully understand industry terminology.

 Authoring Tool
When people hear the term ‘authoring tool’ for the first time they tend to think it refers to an elaborated form of word processing software... or sometimes they really have no clue what it is. Truth is, authoring tools go far beyond writing and word processing.

 Blended Learning
The keyword here is "blended." It's basically a learning approach that combines in-person (face-to-face) and online training. As a hybrid model

enables all data, training materials, resources, statistics,
development paths and assessment results to be stored within one central

SHIFT's eLearning Blog

Avoid Learner Overload: Five Rules for eLearning Course Design

Avoid Learner Overload: Five Rules for eLearning Course Design: Avoid Learner Overload: Five Rules for eLearning Course Design
Posted by Karla Gutierrez on Tue, Feb 04, 2014 @ 10:55 AM on E-Learning 2.0
Imagine sitting down at a computer to complete an eLearning course and instantly becoming confused, overwhelmed, and frustrated with the amount of information that is being dumped on you at once.

Monday, February 3, 2014

Open educational resources (OER

Open educational resources (OER) have been defined by the Hewlett Foundation as teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re - purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

 Babson Survey Research Group Higher Education Reports

Sunday, January 26, 2014

8 ways to get the job done using Google Glass | PCWorld

8 ways to get the job done using Google Glass | PCWorld: Evernote, the popular note-taking Web service and application, is among the few official Google Glass apps currently available—and Shazafar Khaja, integration architect for The Kroger Company, says Evernote is the most useful app thus far for Glass.