This Moment on Earth: Today's New Environmentalists and Their Vision for the Future Review

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This Moment on Earth: Today's New Environmentalists and Their Vision for the Future ReviewI was surprisingly inspired by John and Teresa Heinz Kerry's new book, This Moment on Earth. This inspiration snuck up on me around the third chapter. Prior to that, I found the book good, well worth reading, but a little bit like just one more book outlining what humans are doing wrong. Starting around the third chapter I realized I was referring to the book in several conversations and several blog diaries and that several of the people and organizations featured in the book I mentally filed away as worth looking into for future political connections, diaries and general research.
In short, almost without my realizing it, John Kerry's book was getting into my brain and inspiring me. The book starts a bit dull but by the end is excellent.
The book was billed as the next step in the evolution of the environmental debate. I was ready for a book that took as given the problems and focused primarily on solutions. And, on exactly the same day I started This Moment on Earth I was reading the February 9th issue of Science, America's most respected scientific journal. And in that issue, the scientific community was doing exactly what John Kerry seemed to be proposing...The overwhelming consensus of scientists, as reported in Science, is that anthropogenic (human-caused) warming is happening and the most optimistic scenarios are not the most likely scenarios. We are in for a rough ride and the time is now to accept the problem and move on to solutions. Shift the debate, people. Let's talk what to DO ABOUT IT.
I was ready for John Kerry's book to carry the same theme...it is time to take as given the problem and move on to solutions.
That isn't quite what I got. And at first I was disappointed. As I read the first two chapters I felt I was reading yet another book that outlined the problem with perhaps a little more emphasis placed on solutions and how individuals and small groups are empowering themselves to fight back.
But by the third chapter I found I was taking the most notice of exactly what the Kerrys WANTED me to notice the most: the people who are fighting back. I think it was the case of Majora Carter and Sustainable South Bronx that finally made me realize that this book was inspiring me because I immediately decided she'd be perfect as an invited speaker for a political group I am involved with. The example of Riverkeeper, where ex-marines decided to patrol our nation's waterways to protect them from polluters, was another "wow" moment. Even radio personality Don Imus and his wife, Deidre, come off inspiring in This Moment on Earth, something I never imagined I'd say. And Chapter 7, discussing energy policy, is the best chapter, showing how right here and now, using existing technology, the city of Portland, OR, as well as companies like Texas Instruments and DuPont are doing EXACTLY what needs to be done to reduce carbon emissions...and doing it while creating jobs and saving money. Chapter 7 shows us that there remain NO EXCUSES for America to continue to avoid taking a leadership role in stopping global warming. All that we lack...is the political leadership on a national level. Kerry shows us that locally there has been considerable leadership by both Democrats and Republicans. But nationally Bush has led us down a path that leads nowhere and that has ceded economic ingenuity to other nations.
Put all this together and you may not have the next step in the evolution of the environmental debate, but you certainly have one more important step forward and one that might have a wider appeal than previous books in this genre.
[...]This Moment on Earth: Today's New Environmentalists and Their Vision for the Future Overview

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The Death of "Why?": The Decline of Questioning and the Future of Democracy (BK Currents (Paperback)) Review

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The Death of "Why": The Decline of Questioning and the Future of Democracy (BK Currents (Paperback)) ReviewAndrea Batista Schlesinger's new book is one that really makes you think. Though its focus is primarily on the habits and miseducation of young people, the issues raised have broad applicability to all segments of society. (Before you read on, please note that I may be somewhat biased, as I helped the author early on in the writing process by responding to several surveys she conducted as part of her research.)
The main question is: Have we forgotten how to ask questions and is this leaching the life and vitality out of our society? In particular, are we so used to getting easy answers through modern conveniences like internet search engines that we don't even bother to think deeply about anything anymore? Are we really becoming a society of "headline skimmers" who are too impatient to read whole newspaper stories (let alone whole books)?
From beginning to end, this book got me thinking. The author has many theories and ideas you'll have to ponder. She suggests we need to institute "slow democracy," where we all take more time to think about, and debate, policy issues; she believes schools need to teach young people how to participate in their communities rather than training them to balance their checkbooks; she thinks the current way we do presidential debates is a sham where the candidates get to yammer on about whatever they want without actually answering the questions that were posed to them; she posits the proposition that our country was founded on a single question: "Why can't I be free?" and that, therefore, the need to question things is at the very root of our democracy.
She will get you thinking about, and questioning, everything you've done, are doing, and may or may not want to do.The Death of "Why": The Decline of Questioning and the Future of Democracy (BK Currents (Paperback)) Overview

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Classroom Remixed: Incorporating Technology In The Globalized Classroom Review

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Classroom Remixed: Incorporating Technology In The Globalized Classroom ReviewClassroom Remixed is a wealth of ideas and information that helps broaden creativity, use of technology, and learning tools in the classroom, as well as everyday life. Valuable information is shared in an in depth, understandable way that opens doors, which have previously been closed or only cracked slightly.
The ideas brought forth through Classroom Remixed could definitely make a long needed change in our archaic attitudes in educating our children in and out of school worldwide.
Classroom Remixed brought forth a strong realization for me personally. How can we expect our children to grow to be intellectually advanced students and motivated inspirational leaders of our world, if we continue using the same techniques that have been used for centuries? Young minds (even babies) are soaring at accelerated rates due to technology (predominately at home), while our school systems are holding their minds on the ground level. I realized, furthermore, that education of our youth can no longer be classified by a nation-state...a former control system...or a standard of beliefs. To see honest accomplishments in our society, it is imperative that we advance our children on a global scale, as well as in culture, technology, and socialization to connect our world and keep up with the standards our youths are expected to meet.
Classroom Remixed shares simple techniques for schools and classrooms to utilize affordably to accommodate the quickly changing demands of our children's minds and our future world. Classroom Remixed not only inspires a new education revelation...it creates the solution for any roadblocks for implementation.Classroom Remixed: Incorporating Technology In The Globalized Classroom Overview

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The Progressives' Handbook: Get the Facts and Make a Difference Now, Vol. 1: US Weapons of Mass Destruction, Women's Issues, Education, Mainstream Media Review

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The Progressives' Handbook: Get the Facts and Make a Difference Now, Vol. 1: US Weapons of Mass Destruction, Women's Issues, Education, Mainstream Media Review
I consider myself informed but was stunned at the information presented here. I've read Wokusch for years and waited for this book, and it lives up to all expectations. She's got a way of making complex topics understandable and getting across how big political issues affect each of us personally.
The US Weapons of Mass Destruction chapter is amazing, and should be mandatory reading for all Americans. I don't think anyone else has brought out so much information about US biological/chemical/nuclear weapons programs before. Readers will be stunned at how much money is being diverted to these secretive programs and how much danger they pose to all of us.
The Education chapter comprehensively covers threats to American public education. As Wokusch writes: "Put it all together and the Bush administration's scam seems clear: force public schools to meet impossible demands through NCLB testing, don't give them enough money to make the required changes, and then question the patriotism of anyone who disagrees. Shut down the many schools which inevitably fail and offer vouchers as the solution, thereby privatising education and mandating that taxpayers fund religion in the classroom. Nifty way to institutionalize huge corporate profits with almost no accountability."
The Women's Issues chapter is a great review of rollbacks in women's rights under Bush, with witty subsections like "Back to the Kitchen, Betty" and well-documented facts. It's worth buying the book just for the Mainstream Media section on Jeff Gannon alone ("Snow job or blow job?"). Hysterical.
I really enjoyed reading this book. Wokusch describes the problems America is facing but then gives tons of ideas for how each of us can make the situation better. Can't wait to start reading Volume 2.The Progressives' Handbook: Get the Facts and Make a Difference Now, Vol. 1: US Weapons of Mass Destruction, Women's Issues, Education, Mainstream Media Overview

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Second Thoughts: Sociology Challenges Conventional Wisdom Review

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Second Thoughts: Sociology Challenges Conventional Wisdom ReviewArrived in a timely manner in great condition. The book is being used for a class in scciology so it is all boring.
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The Prison Library Primer: A Program for the Twenty-First Century Review

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The Prison Library Primer: A Program for the Twenty-First Century ReviewBrenda Vogel has written a book that is a true cri de coeur for a change in direction for prison library services. She calls for a return to compassion and human development rather than punishment and repression. Now is the time for librarian associations like the American Library Association to take action and lobby for Internet connected prisons and jails.
Ms. Vogel is deeply knowledgeable and intense in her commitment to human rights. I teach a course on Librarians and Human Rights. This book will be required reading.
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Lloyd's MIU Handbook of Maritime Security Review

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Lloyd's MIU Handbook of Maritime Security ReviewFor a 2009 publication, this book contains surprisingly little on Somali pirates and the issues involved in dealing with them. For example, there is no significant discussion of arming crews or private security providers. It discusses "hijacking" without defining the term. The book's piracy focus dwells almost exclusively on the Straits of Malacca. Despite these shortcomings, the handbook is well researched and written for the areas it does cover.Lloyd's MIU Handbook of Maritime Security Overview

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Doing Qualitative Research Using Your Computer: A Practical Guide Review

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Doing Qualitative Research Using Your Computer: A Practical Guide ReviewI am an experienced qualitative researcher, but still found this book very informative and helpful, full of insights and practical tips!Doing Qualitative Research Using Your Computer: A Practical Guide Overview

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Building Engaged Schools: Getting the Most Out of America's Classrooms Review

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Building Engaged Schools: Getting the Most Out of America's Classrooms ReviewGallup's work in the area of strengths is well known and widely used in both the world of business and in many colleges. See, e.g., Now, Discover Your Strengths. This book makes a compelling case for reconciling the competing agendas of No Child Left Behind and the school, student, and teacher-centered approaches by rallying around engagement, for both students and teachers. As usual with Gallup's products, this one is backed up with the surveys and research Gallup has conducted over the years. Neither "engagement" nor "strengths" are left as "soft", unmeasurable terms. Those who want real, measurable improvement in schools and those who want schools to be a great place for teachers and students will find much to like, and perhaps a way to talk to each other in this book. In fact, the three elements that polls in 1995 and 2004 identified as things the public thinks are very important, but not likely to be happening in schools, could be the basis of a great vision statement:
* Students challenged to develop themselves to their full potential
* Motivated students
* Emphasizing the strengths of each student
(pp. 62-67).
If you're interested in education policy, you need to be conversant with the information and policy recommendations in this book.
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Muslim Women Reformers: Inspiring Voices Against Oppression Review

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Muslim Women Reformers: Inspiring Voices Against Oppression ReviewDr. Ida Lichter's book Muslim Women Reformers: Inspiring Voices Against Oppression is an extraodinary portrait of Muslim women around the globe and their courageous and chilling experiences. Writing with powerful elegance, she provides each story with a powerful and thought-provoking message. Capturing the heroic actions of each of the women profiled with an in-depth analysis of their day-to-day challenges, Dr. Lichter gives voice to their spirit with sensitivity, compassion and insight.
Take, for instance, Barakzai from Afghanistan who successfully campaigned for a seat in Parliament. Or Yanar Mohammed who cofounded the Organization of Women's Freedom in Iraq and has contributed to speaking up for women's rights and equality. Rania Al-Baz in Saudi Arabia worked to bring national attention to battered Saudi women after her own husband beat her unconscious following an argument. Each of the stories contained in this book provide insight into a better understanding of their world.
I loved this authentic and scholarly book. Each struggle captivated, intrigued, horrified, amazed and ultimately gave me a sense of hope for equal rights for all women. Dr. Lichter humanized their struggles with frankness and dignity. This is a must read for everyone who is interested in human rights, particularly those women who risked their own lives to speak out for freedom, justice and equality.Muslim Women Reformers: Inspiring Voices Against Oppression Overview

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Differentiating Instruction with Technology in Middle School Classrooms Review

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Differentiating Instruction with Technology in Middle School Classrooms ReviewTechnology has a bigger impact on children's lives than ever before. "Differentiating Instruction with Technology in Middle School Classrooms" is a guide to teachers who want to embrace the information age and weave technology into their curriculum as a partner in teaching. Discussing how to do integrate this well into the school and treat technology as a partner in education rather than just a tool, it emphasizes internet use. Subject by subject, "Differentiating Instructions with Technology in Middle School Classrooms" is a must for any community or college library collection focusing on education.Differentiating Instruction with Technology in Middle School Classrooms Overview

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Moodle 2.0 First Look Review

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Moodle 2.0 First Look ReviewThe new title, Moodle 2.0: First Look, out from Packt Publishing and written by Mary Cooch (@Moodlefairy) is an in depth look at the soon-to-be-released Moodle 2.0 core code and the various changes in usability and function as compared to Moodle 1.9. The book is well organized, chockablock full of information and screenshots, and highlights (I gather) the vast majority of new features and changes found in Moodle 2.0. The writing is conversational and easy to follow, but at points I was left a little confused by the interaction between screenshots and descriptions (but this was my own problem as I was not following a long with a fresh install of Moodle 2.0 to see the various shots on my own computer screen -- which I highly recommend doing if you plan to go through the book cover to cover).
Highlights
By far, my favorite parts of First Look were when Mary was exposing the new features of Moodle 2.0 and utilizing her well explained example users (in each of the various role levels) to illustrate the interactions of real users to new/improved features. Her explanation of Conditional Activities and Completion (in Chapter 6: Managing the Learning Path) was both interesting and insightful and is sure to be a highly utilized tool. Even despite the disclaimer that urged teachers to "leave students in control of their own learning and just use labels and layout, rather than locks and keys to suggest the best path" which concluded the chapter.
Mary's suggestions for alternate ways to revive the legacy-style file system was also a breath of fresh air for anyone worried about the lack of a specific file directory attached to a course. In addition, any teacher interested in the Workshop activity should definitely be interested in Chapter 5: What's new in Add an Activity which spends over a dozen pages on the creation, setup, work in progress and grading/evaluation phases of the improved activity (definitely a highlight of the book).
While each subsequent chapter had me noting "awesome," "cool," and "neat" in the margins, the final highlight for me was getting a brief look at the changes to Site Administration in Chapter 8: Admin Issues. With such an array of changed features and added capabilities, one would imagine that the added administration load for Moodle managers and staff would be significant, however Mary clearly highlights the efficiencies and simplification apparent in the changes to Site Administration. The best tidbit, in my opinion, is definitely the ability for users to manage Filters at the course level. This is truly a step in the right direction for providing teachers a more differentiated learning management environment for their students; providing them both the tools and the means to engage their students as they see fit. Kudos to the development team for including this change!
Wishlist
While reading the book I often found myself jotting notes of the URLs to Moodle docs where more in depth explanations of certain features can be found. I was (and am) eager for more explanation about the personal and aesthetic customization options within Moodle (and reflected in contemporary social networks), especially Theme Customization and myMoodle but found the book lacking. In my opinion, myMoodle is one of the most important aspects of Moodle 2.0 and will become a central focus of development in the future. This stepping off point for Moodlers is akin to a Facebook profile and will be the starting point for 100s and 1000s of Moodlers worldwide.
Conclusion
First Look is a quick and quality read which will be a great reference until the first official Moodle 2.0 user guides are released. If you don't have a concept of new Moodle features in context of learners, this book can certainly fill that niche and provide a bit of real world scenario to put new features in perspective. It's organization and handy index will make this a great reference book and I hope that First Look is given a chance to become Moodle 2.0: A Complete Guide in the coming months. Overall I give Mary's new book 3 out of 5 stars.Moodle 2.0 First Look Overview

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The Foxfire Book: Hog Dressing, Log Cabin Building, Mountain Crafts and Foods, Planting by the Signs, Snake Lore, Hunting Tales, Faith Healing, Moonshining, and Other Affairs of Plain Living Review

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The Foxfire Book: Hog Dressing, Log Cabin Building, Mountain Crafts and Foods, Planting by the Signs, Snake Lore, Hunting Tales, Faith Healing, Moonshining, and Other Affairs of Plain Living ReviewOwning the FOXFIRE series of books this is one that I probably use the most, since I am an organic gardener who found value in the information on planting according by the moons phase as well as how to weave baskets as well as the quilting section.
These are not fancy dancy books, but basic down to earth helpful information that the modern homesteaders we know still use. And the section on snake lore is informative as well as enchanting. Same with the section on moonshine.
And for those like ourselves who have designed and are in the slow process of building our dream homes or cottages the section on chimney building is one of the best we have ever read or used.
I also will add that the used copy we bought via Amazon,com to replace another copy we gave away, arrived in mint condition. If you haven't bought used books via Amazon.com you are missing out on a money saving gem.The Foxfire Book: Hog Dressing, Log Cabin Building, Mountain Crafts and Foods, Planting by the Signs, Snake Lore, Hunting Tales, Faith Healing, Moonshining, and Other Affairs of Plain Living Overview

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What Works in K-12 Online Learning Review

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What Works in K-12 Online Learning ReviewThis book provides many concrete examples of the HOW and WHY of online learning. Case studies, actual examples, resources galore give meaning to the somewhat nebulous world of online education. Written with educators, administrators, and parents in mind, both editors Cathy Cavanaugh and Robert Blomeyer site tools, trends, and research about online education. A must read for educators whose traditional jobs are being eliminated and seek to find employment in the online sector.What Works in K-12 Online Learning Overview

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The Sustainable MBA: The Manager's Guide to Green Business Review

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The Sustainable MBA: The Manager's Guide to Green Business ReviewI thoroughly appreciate this book. Owning an advertising agency in New York City that primarily seeks green, cleantech and sustainable oriented companies, The Sustainable MBA has been my bible for the last six months. Unlike so many other books in this area, The Sustainable MBA is supremely practical and full of ways for companies like mine to no only envision how their own companies should run, but also how they can assist client companies of all sizes in the sustainable space. I highly recommend it!The Sustainable MBA: The Manager's Guide to Green Business Overview

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Teaching 2030: What We Must Do for Our Students and Our Public Schools--Now and in the Future Review

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Teaching 2030: What We Must Do for Our Students and Our Public Schools--Now and in the Future ReviewThe authors have collaborated to present positive education reform necessary for the success of public education. Change does not have to be a negative word. They have coined the term "teacherpreneur" as a progressive form of teaching professionalism. Of course techology is a big part of our education future and we better change quickly in order to keep pace. It made me realize that 2030 is not that far away and I need to begin making changes now in order to be a player in the future of our education system. What began as a quick read became a thought provoking challenge to attitudes about education as it evolves to reinvent the public school system into a program of study that is excellent for all students.
I was only going to read a chapter at a time but could not put it down. This is not a doom and gloom look at our future. It is a presentation of the best ideas for our future written by some of the best individuals currently in education.Teaching 2030: What We Must Do for Our Students and Our Public Schools--Now and in the Future Overview

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Wasting Minds: Why Our Education System Is Failing and What We Can Do About It Review

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Wasting Minds: Why Our Education System Is Failing and What We Can Do About It ReviewIn Wasting Minds Ronald Wolk, founder and former publisher of Education Week, applies his analytic and observational skills to find that current remedies for improving education won't work sufficiently. Better teachers, better principles, more algebra, testing and standards will only marginally improve an obsolete system. He systematically shows that the current schooling model cannot produce modern outcomes such as responsible citizens, productive workers and lifelong learners for all students or even for most students. He suggests new types of schools and offers examples of their effectiveness. He does not demonize the good people working in today's schools. They are doing their best in an outmoded system. This very readable book is a persuasive source for school transformers.Wasting Minds: Why Our Education System Is Failing and What We Can Do About It Overview

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Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement Review

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Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement ReviewI read this book for as required reading for an Instructional Technology Leadership graduate class that I am enrolled in. As a future elementary special education teacher, this is not a book that I would typically seek out. However, I think this book is possibly more useful for an individual like myself, than someone who is already a technology leader or the educator with a technologically oriented mindset. The book is well organized and easily accessable even for someone like myself with limited tehcnological expertise.
The book is divided into three sections. The first section is dedicated to presenting information on why it is so important to move towards a more technologically focused education system. The second section concentrates on what can and should be included in this new vision of education. This section strongly emphasises the great potential that the Web 2.0 tools has for educators and students. The final section presents topics relating to the practical considerations involved in being a leader int the 21st Century school.
The book makes a strong case for the importance of changing the focus of the traditional school to include 21st Century skills and technologies. More importantly, the book includes tools, and several real examples to assist the educators who want to play a part in leading their schools in this direction. I often felt mildly inspired and strongly motivated by the examples that the authors presented. I found my mind racing to find ways to implement the tools and strategies in a special education setting. I look forward to using this information in my education career.Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement Overview

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Moodle For Dummies (For Dummies (Computer/Tech)) Review

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Moodle For Dummies (For Dummies (Computer/Tech)) ReviewDisclosure: I write and review Moodle books for Packt Publishing. However, I bought this book myself from Amazon.co.uk so this is an objective review by a reader who paid her own way :)
Its Big Plus: it is much cheaper than the Packt series of Moodle books and, as with all Dummies books, I presume it will be available in stores in the Real World rather than POD (I bought mine from Amazon.co.u. where it was not much more than GBP£10) Its big Minus: it is written for 1.9 and although as the author says, much of the content is transferable, there are some significant differences and major additions that it lacks.
If you want to skip to the conclusion: this is a helpful book, written in a easy to read style. The book is divided up into five sections: Getting Started with Moodle where we consider course layout and enrolment; Creating and Managing Course Content , which is mainly static resources including multimedia and the gradebook; Adding Activities - as you'd expect! followed by Moodle Management and then The Parts of Tens, which fifth section is mainly ideas and suggestions for engaging your learners and keeping them involved.
Each chapter is fully illustrated with clear screenshots and explanatory tables and I cannot praise enough the author's personable style. Having read and reviewed a fair number of Moodle books now, it is increasingly apparent to me that it's difficult to strike a balance between Moodle for admins and Moodle for teachers. If your book IS for Admins or specifically for teachers, then that's fine - but some books, such as Wm Rice's E Learning Course Development (which is being revised for 2.0 ) and indeed my own Moodle 2.0 First Look try to cover both aspects, and it's not at all straightforward. You have to be careful if you are an admin and also a teacher that you don't confuse teacher readers by lettting them think they have more admin rights than they actually do (this was a criticism of the Wm Rice book which I think will be redressed) On the other hand, if you are an admin reading the book, then you will want to know about server issues, bulk user upload, site backup/upgrading etc and not feel sidelined by pedagogical discussions. My own criticism of my own Moodle 2.0 book is that it didn't cover those admin issues in enough detail. Radana's balancing act is a good one as she frequently points readers to the section of admin/teacher that applies to them or to the moodle docs. (Actually, the docs have been altered in the last day, so I presume her links will now redirect to the 2.0 docs) If there is a bias, I feel it is towards the teacher side of Moodle - and that's no bad thing. While the reader is told how they can get hold of a Moodle, there aren't detailed instructions on setting up your own - I reckon, possibly if you are a potential admin with your own server and knowledge of PHP and MySQL, then you probably won't be reading a Dummies book. On the other hand, if you want a quick, no-nonsense intro to Moodle's many activities then this book is very readable.
The first couple of chapters deal with the definitions of CMS. LMS, VLE, LCMS etc and also - to my interest- how to understand our learners and their generational differences. We're in the territory of Digital Natives vs Digital Immigrants here - and, courtesy of Radana, I now know that I am a Digital Immigrant Baby Boomer II whereas my children are Digital Natives Generation Y After busting some Moodle myths, we get on to setting up a course, enrolling users and managing groups. I'd have liked to have metacourses explained here, and also groupings as I think groupings is a very valuable feature especially if you have several groups in one course and you don't want them to see each other's work. Chapters 5 to 7 cover creating content mainly from the "add a resource" drop down, the HMTL editor and also choice and surveys. A section on multimedia is followed by a handy look in at Moodle's gradebook, although again, while the reader is shown how to add new scales, they are not introduced to outcomes and yet I am finding outcomes (criteria/goals/competencies, whatever you call them) are increasingly popular.
The book really comes into its own in the third section where, from chapters 8 to 12 we are taken through Moodle's many activity modules. Radana makes even the highly complex Lesson module accessible to all. Neither the workshop nor the HotPot module is covered here and I think that was a justifiable decision by Radana because in 1.9 the workshop, while usable, wasn't really recommended in its previous state. It's come back with a vengeance in 2.0 though. HotPotatoes was standard in 1.9 but with its eye closed and in 2.0 it has been moved to contrib. (It's still great!!)
If there was a weak area, I would say it was (similar to mine) in the Moodle Management section, Chapter 13 on admin. I felt it was an all too brief run through the admin settings with the occasional inaccuracy and confusion. For instance, if your Moodle front page is your showcase then you need to know more about managing Site Files than you learn here. Additionally, one of the most frequently asked questions on the moodle.org forums is missing - how to get a space in the middle of your front page to add images and wording (tick "include a topic section" in front page settings) That said, the emphasis is definitely on the individual course manager and his/her course, and Chapter 14 is a useful resource for those many readers with that role. The strength of the book lies in its style and the fact that it is written by an educator heavily involved in elearning, keen to link pedagogy to practice.
Not being familiar with the Dummies series, I wasn't aware until I read it that the final part of the book The Part of Tens is meant to include the little extras that don't fit in elsewhere. What a good idea! I enjoyed this - ten questions to ask before creating your course and ten ways to keep your learners involved.
In conclusion then -if you are a techie you might find the book lacking in some areas (which might be filled by Alex Buchner's Moodle Admin soon also available in a 2.o flavour.) However, if you are new to Moodle 1.9 then this book is written in an approachable way, especially if you are a relatively non -technical person "saddled" with admin but mainly focused on using it with your learners. Let's hope there will be a 2.0 version.Moodle For Dummies (For Dummies (Computer/Tech)) Overview

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Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies Review

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Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies ReviewThis book is aimed at educators (school administrators, teachers and support staff) who are situated at the entry or early adoption levels of Information and Communication Technology (ICT) use in their schools and classrooms. The central premise of the material presented is easily stated: there is a range of mobile technologies and Web-based tools that have yet to gain widespread acceptance in mainstream education. But this proposition is little appreciated and often misrepresented and/or misunderstood. Fortunately, there is a technology-based revolution in teaching and learning just waiting for chances to occur and the author, Brooks-Young, positions herself on the frontier between ignorance, prejudice and enlightenment to play a part in bringing it about. The description of emerging technologies provided is well structured. Each of the substantive chapters features introductory/contextualizing and background remarks to selected hardware and tools, outlines of common objections and concerns relating to usage, numerous practical suggestions and discussion points.
This is an approachable book and discussion starter. However, in my opinion, there are two broad aspects of the overall exposition that impact negatively on the practicality and acceptability of the ideas expounded. These points relate to: (i) a highly questionable assumption in the introduction, and (ii) an underspecified statement of pedagogy throughout.
First, a central productivity-based building block in Brooks-Young's argument relates to the effects of globalisation. I nearly didn't get beyond page one when I read: "Students who live in industrialized nations around the world are increasingly disenchanted with the education programs provided. They view educators who use traditional teaching methods as being out of touch. They rankle at completing the same projects and assignments their parents and even grandparents did when they attended school. They believe that the technology tools that are banned on campus are, in fact, the keys to success in their future." This is an astonishing and disturbing scenario that would be very difficult to substantiate empirically. Indeed, leaving aside the imprecision associated with the term "industrialized nations", I have heard tech-savvy high school students say they don't like having access to ICT in school because it distracts them from high-stakes academic work. Furthermore, they respect their teachers (just like their parents did, I suspect) and no doubt trust their methods and programmes. Who or what is mistaken here? A little later, Brooks-Young proposes: "It may be that what we really need to grapple with is the fact that our current system of education no longer helps all students flourish" (page 8). When did any educational system allow all students to flourish equally?
Second, Brooks-Young works from what she claims is a thinly populated base where there are few good examples (models) illustrating exemplary practice with emerging technologies. As is the case with mobile telephones and MP3 players, for example, all teachers can do is "set expectations" and "seize opportunities" but on what basis? The author's rationale for recruiting students' technologies into classroom work is not a question of proven effectiveness. Rather, it's founded on provision and relevance. She states, "... it is incumbent upon educators to create engaging learning environments that mirror the real world and to ensure that students acquire the skills needed to function in these settings ... So what we need to ask is whether our schools are serving students well by providing up-to-date, relevant tools for learning the skills they need to lead successful lives" (pages 2-3 and also compare with page 121). To my mind, policymakers and administrators often use the "keep-yourself-relevant" argument in the absence of strong theoretical and pedagogical support for their technocratic predilections. Further, what teachers and students really need is a pedagogical undergirding that allows them to make robust, informed choices based on theories of learning. Brooks-Young mentions project-based learning and constructivism in the chapter on Netbooks but does not elaborate. For anyone interested, Cummins, Brown and Sayers in their expansive "Literacy, technology and diversity: Teaching for success in changing times" (Pearson, 2007) do a far better job in showing how meaningful, theory-driven learning can and does occur with technology both inside and outside classrooms.
This is a book with a limited and limiting focus. It concentrates mostly on classroom uses of technology and homegrown matters. Overall, I think it fails to properly engage a serious issue in contemporary learning--educators' resistance to the shift of epistemic authority from formal to informal contexts mediated by access to ICT. This is a deep-seated cultural, social, historical and political dilemma that will truly require a revolution in *all* parts of the world. Brooks-Young's book is an entry point into a conversation that will have to be sustained by other thinking that goes beyond simple, unquestioned 21st-century folklore about what the *real* world is or could be idealistically.Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies Overview

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