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Ian Guest
PhD student @ Sheffield Hallam University
PhD student @ Sheffield Hallam University
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One for S Needham methinks?
http://squall.sfsu.edu/crws/jetstream.html

"Jet stream analysis maps attempt to highlight the location and strength of the jet streams. The maps presented by the  California Regional Weather Server (CRWS) show the pattern of winds in the upper troposphere, on the 300 millibar pressure surface (which corresponds roughly to an altitude of around 32,000 ft.). This is very roughly the level where winds in the atmosphere are typically strongest (with the exception of winds in tornadoes, strong hurricanes, and a few other unusual situations, all near the earth's surface)."

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I agree entirely with Nick's exhortation that research should be made more publicly accessible, although I wonder what proportion of educators would avail themselves of that opportunity?

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Some valid points made here, though the author clearly has a vested interest. The 'Listen Current' site looks particularly useful and something upon which to build some different lessons?

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Ian Guest commented on a post on Blogger.
As you rightly observe Aaron, it depends entirely on the intention behind the implementation of these technologies and where the locus of control sits.
"What if all observations were formative" is a post on Pragmatic Education which speaks to some of your observations - http://pragmaticreform.wordpress.com/2013/08/24/what-if-observations/

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Post by Gregor Kennedy (Uni. of Melbourne) on how Learning analytics might help us learn about learning, assist with course design and improve interventions designed to support student progress.

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Creation is where smart devices should come into their own, but are we being sufficiently creative in how open-ended the tasks are which we ask of our students?

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The 'National Survey of Student Engagement, 2013' found that mobile devices (smartphones, tablets), collaborative editing and electronic textbooks were the most frequently encountered forms of technology usage to support course studies.

In addition "Both learning with technology and courses
that improved the understanding and use of technology had a positive association with all four academic challenge engagement indicators for first-year students, including Higher-Order Learning, Reflective & Integrative Learning, and Learning Strategies."
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