A design and usability blog: Signal vs. Noise (by 37signals)

Mostly when I think of pacing, I go back to Elmore Leonard, who explained it so perfectly by saying he just left out the boring parts. This suggest cutting to speed the pace, and that’s what most of us end up having to do (kill your darlings, kill your darlings, even when it breaks your egocentric little scribbler’s heart, kill your darlings)…I got a scribbled comment that changed the way I rewrote my fiction once and forever. Jotted below the machine-generated signature of the editor was this mot: “Not bad, but PUFFY. You need to revise for length. Formula: 2nd Draft = 1st Draft – 10%. Good luck.”

The Tech-Savvy English Classroom

reviewed by Todd Finley � 2004

Title: The Tech-Savvy English Classroom
Author(s): Sara B. Kajder
Publisher: Stenhouse Publishers, Portland, ME
ISBN: 1571103619, Pages: 150, Year: 2003

Notwithstanding the book title, there is no such thing as a
Tech-Savvy English Classroom, just technologically aware
teachers who will appreciate reading a how-to resource that
advocates integrating technology with constructivist language arts
curriculum. �For several years now, a number of authors
(Esteras, 2003; Firek, 2003; Sorenson, 1990; Howard, Benson, Gooch,
and Goswami, 1999; Lemke and Coughlin, 1998; Downes and
�Fatouros, 1996; Higgins, 1995; Moore, 1986; Standiford,
1983;and Kelly, Kamala and Kelly, 1982) have seized on the
potential for classroom technology to accelerate and enrich
learning in the English classroom.� However, much of the
previous work 1) overlooks the various technology literacy levels
of readers, 2) inappropriately prioritizes learning computer skills
over integrating technology with language arts content, and 3)
grows quickly obsolete as digital advancements outpace printing
deadlines. The manner in which Tech-Savvy successfully
negotiates these issues suggests that the text has much promise for
the lay and experienced technology-using middle and secondary
language arts teacher.
�
Throughout its 150 pages, Tech-Savvy never forgets that
most English practitioners possess disparate… (preview truncated at 150 words.)
TCRecord: Article

The Tech-Savvy English Classroom

reviewed by Todd Finley � 2004

coverTitle: The Tech-Savvy English Classroom
Author(s): Sara B. Kajder
Publisher: Stenhouse Publishers, Portland, ME
ISBN: 1571103619, Pages: 150, Year: 2003
Search for book at Amazon.com

Notwithstanding the book title, there is no such thing as a Tech-Savvy English Classroom, just technologically aware teachers who will appreciate reading a how-to resource that advocates integrating technology with constructivist language arts curriculum. �For several years now, a number of authors (Esteras, 2003; Firek, 2003; Sorenson, 1990; Howard, Benson, Gooch, and Goswami, 1999; Lemke and Coughlin, 1998; Downes and �Fatouros, 1996; Higgins, 1995; Moore, 1986; Standiford, 1983;and Kelly, Kamala and Kelly, 1982) have seized on the potential for classroom technology to accelerate and enrich learning in the English classroom.� However, much of the previous work 1) overlooks the various technology literacy levels of readers, 2) inappropriately prioritizes learning computer skills over integrating technology with language arts content, and 3) grows quickly obsolete as digital advancements outpace printing deadlines. The manner in which Tech-Savvy successfully negotiates these issues suggests that the text has much promise for the lay and experienced technology-using middle and secondary language arts teacher. � Throughout its 150 pages, Tech-Savvy never forgets that most English practitioners possess disparate… (preview truncated at 150 words.)

So beautiful…I’m starting to sweat.

Email Addictions Part III

Create clear, firm email boundaries for students at the beginning of each semester.

Set up a schedule, similar to office hours, for answering student emails. At the beginning of the semester, preferably both verbally and in your syllabus, inform students that you receive so many email requests that it typically takes you a day or two to respond. Then try to stick with a set schedule for responding to student emails. Set up a folder in your browser and only reply to requests at set times that you have scheduled in your day planner. This will allow you to be responsive to students but to avoid being at their beck and call. Having a student email schedule will also put a halt to the irritating experience of having desperate students email you at 11pm the night before a test is planned or a paper due. If you have announced and enforced a set schedule, students will no longer assume that you will reply to all last minute, electronic questions or pleas.

10 tips for keeping your desk clean and tidy at LifeClever. Here’s #6:

Throw away pens

Why do you need so many pens? Throw them all out except for two or three. If it doesn’t have a cap, toss it.

Give your résumé a face lift at LifeClever Tips for Design and Life

Behance :: Action Method

kd_skoletoej.jpg (image)

Levitation_is_over_rated_by_Dejon.jpg (image)

bubbl.us

What is it?

The simplest way to brainstorm online.
Why bubbl.us?

It’s extremely easy to use and has almost no learning curve. Our intuitive user interface lets anyone brainstorm and organize ideas without getting in the way.