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    <description>recent bookmarks from rybesh</description>
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	<rdf:li rdf:resource="http://www.pitt.edu/~perfetti/PDF/Sourcer's%20Apprentice-document%20supported%20history%20instruct-%20Britt%20et%20al..pdf"/>
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	<rdf:li rdf:resource="http://www.ithaka.org/"/>
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  </channel><item rdf:about="https://extensiongardener.ces.ncsu.edu/2022/03/self-study-plant-id-classes/?src=rss">
    <title>Self-Study Plant ID Classes | NC State Extension</title>
    <dc:date>2022-04-04T20:14:11+00:00</dc:date>
    <link>https://extensiongardener.ces.ncsu.edu/2022/03/self-study-plant-id-classes/?src=rss</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[We are now offering CONDENSED, COMPLETELY ASYNCHRONOUS self-study versions of our popular online Plant ID classes, offered in partnership with Longwood Gardens! These courses will be open for an entire year from their start date, during which students can complete the materials on their own time.

Unlike the full course offerings, the self-study classes will have no live components (instructor or student interaction, live sessions, discussion posts, graded assignments, quizzes, etc.) and no set times to complete the material. This option is perfect for those who want the same information provided in our regular Plant ID classes, but with a more relaxed time frame and a lower price point. Please note that no completion certificates are offered for the self-study classes, and no credit is given toward Longwood certifications.]]></description>
<dc:subject>education plants nature</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://statmodeling.stat.columbia.edu/2021/10/25/the-current-state-of-undergraduate-bayesian-education-and-recommendations-for-the-future/">
    <title>The Current State of Undergraduate Bayesian Education and Recommendations for the Future | Statistical Modeling, Causal Inference, and Social Science</title>
    <dc:date>2021-10-27T23:47:49+00:00</dc:date>
    <link>https://statmodeling.stat.columbia.edu/2021/10/25/the-current-state-of-undergraduate-bayesian-education-and-recommendations-for-the-future/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Science is thinking, observing and then making sense of thinking and observing for some purpose. Making sense is formalized in assessments of what would repeatedly happen in some reality or possible world. If it would repeatedly happen (a habit either of an organism, community or physical object/process), it’s real.

Statistics can be defined as formalizing ways to learn from observations using math (i.e. using models). Unfortunately what is taken as abstract statistical work is too often misunderstood mathematics where it’s representational role has been suppressed or overlooked. Models or assumptions are often just taken as the price one has to pay to obtain statistical outputs like p-values, confidence intervals and predictions. Unavoidable just like taxes. However, they are representations of some reality beyond our direct access. Even if only implicitly.

It is always the case that given we have no direct access to reality, reality must be represented abstractly in our heads. Given that we must think about reality using abstractions, we can only notice aspects of those abstractions. These need to not be confused with the reality they just attempt to represent, in some meaningful way for some purpose. The veracity of any statistical method depends on an implicit abstract fake world being not too wrong. That is too different from the “real” world for the given purpose in some meaningful way.

Mathematics is required to discern exactly what an abstract object or construction implies. Taken as being completely true, what follows? However, mathematics as it is usually taught and written about can be a formidable barrier for most. Even those with an undergraduate degree in mathematics may have only learned to “get used to it” rather than actually understand it. That is, they can do the calculations correctly but do not know what to fully make of the results. But mathematics has many mediums and one in particular can perhaps be grasped most widely by researchers. This is because, as CS Peirce pointed out, the object of mathematics is some or all hypotheses concerning the forms of relations in the abstract construction. All mathematical knowledge thus has a hypothetical structure: if such and such entities and structures are supposed to exist, then this and that follows. Fortunately there a many ways to discern what follows.

CS Peirce further defined mathematics as the manipulation of diagrams or symbols taken beyond doubt to be true – experiments performed on abstract objects rather than chemicals – diagrammatical reasoning. Here diagrams more than symbols have been argued to be more perspicuous (an account or representation more clearly expressed and easily understood or lucid). Diagrams are arguably the medium of mathematics most can grasp. An abstract diagram is made, manipulated and observed to understand the diagram much more thoroughly. Recently they have been accepted in the mathematical community as being rigorous – Visual Reasoning with Diagrams https://link.springer.com/book/10.1007/978-3-0348-0600-8

By far the main mathematical constructions in statistics are probability models. These can easily recast as diagrams which then can easily be automated and animated with computer simulation, given modern computation. Once probability models are recast as diagrams then then the diagrams themselves can be used to generate the pseudo-random variables needed for simulation. This generating can be inefficient but is valid and much easier to grasp than other ways. This transforms the understanding of probability into experiments performed on diagrams just using simulation all the way down. Those abstract mathematical probability models are best understood in terms of what would be repeatedly drawn from them and simulation does the repeated drawing. I believe that simulation provides a profitable mechanical way of noticing aspects of probability and statistics where the learning about a model is clearly and fully distinguished from what to make of observations in hand. And it involves very little mathematical skill but rather just the ability to think abstractly. But there is no free lunch, it needs to be worked with, experienced and reflected on.

Models take elements and relations among them in the represented world [that produced the data] and map them onto elements and relations in the representing world [probability world]. This requires transporting what repeatedly happens given a model, to what reality happened to produce this time. In the second we can know exactly what we are learning about (the probability model), in the first (the world) we can only guess or profitably bet about it. Those guesses are informed by what repeatedly happens in the probability world. However, it is really just replacing the medium or form of mathematics (a means to understand an abstract representation, the aim of which is to infer necessary conclusions from hypothetical objects) with something more concretely experimental and hence potentially self correcting with persistence. Thereby better facilitating self verification more widely with less mathematical skill.]]></description>
<dc:subject>statistics education diagrams</dc:subject>
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<item rdf:about="http://edtech.wtf/">
    <title>Predicting the Future of Education Technologies</title>
    <dc:date>2020-01-02T17:49:33+00:00</dc:date>
    <link>http://edtech.wtf/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[“Books will soon be obsolete in schools” — Thomas Edison (1913)]]></description>
<dc:subject>education technology</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:5ae85f7bbce0/</dc:identifier>
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<item rdf:about="https://nhorton.people.amherst.edu/mererenovation/">
    <title>Mere renovation is not enough:</title>
    <dc:date>2018-11-01T23:06:21+00:00</dc:date>
    <link>https://nhorton.people.amherst.edu/mererenovation/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The last half-dozen years have seen The American Statistician publish well-argued and provocative calls to change our thinking about statistics and how we teach it, among them Brown and Kass (2009), Nolan and Temple-Lang (2010), and Legler et al. (2010). In 2014 the ASA issued a new and comprehensive set of guidelines for undergraduate programs (ASA 2014).

Accepting (and applauding) all this as background, Cobb's article argues the need to rethink our curriculum from the ground up, and offers five principles and two caveats intended to help us along the path toward a new synthesis. These principles and caveats rest on my sense of three parallel evolutions: the convergence of trends in the roles of mathematics, computation, and context within statistics education. These ongoing changes, together with the articles cited above and the seminal provocation by Leo Breiman (2001) call for a deep rethinking of what we teach to undergraduates. In particular, following Brown and Kass, we should put priority on two goals, to make fundamental concepts accessible and to minimize prerequisites to research.]]></description>
<dc:subject>statistics education datascience teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.mlajournals.org/toc/pmla/133/3">
    <title>On Cathy N. Davidson’s The New Education</title>
    <dc:date>2018-10-05T01:16:30+00:00</dc:date>
    <link>https://www.mlajournals.org/toc/pmla/133/3</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Looking Back to the Future of Education
Frederick Luis Aldama

“Come, Let Us Reason Together”: New Research and the Public Good
Gene Andrew Jarrett

Does Merit Have a Future?
John Marx and Mark Garrett Cooper

Yes to the New Education, but What Kind?
Christopher Newfield

Learning from Wikipedia
Marjorie Perloff

Education for the Future
Karen Thornber

The New Education and the Old
Cathy N. Davidson

]]></description>
<dc:subject>education curriculum teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:00f890ae43e3/</dc:identifier>
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<item rdf:about="http://uccliometric.org/">
    <title>UC ClioMetric History Project</title>
    <dc:date>2018-05-15T15:53:28+00:00</dc:date>
    <link>http://uccliometric.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Studies of higher education in the United States have long been limited by historical data availability and minimal centralized data collection, and many historical records are deprecated and nearing disposal. The University of California ClioMetric History Project (UC-CHP) extends prior analysis in two ways: (1) by digitizing thousands of volumes of historical registers and catalogs and extracting millions of individual administrative records, and (2) by coordinating with university Registrars and other offices to digitize hundreds of thousands of historical student transcripts, constructing a database of restricted student records for academic and institutional research.

The University of California’s sesquicentennial, 150 years after its founding in 1868, provides an additional catalyst to preserve, analyze, and publicize California universities’ long-run contribution to the state’s growth, health, economic mobility, and gender/ethnic equity.

The UC-CHP database currently includes directory records for all UC, Stanford, CalTech, and Mills College students (1893-1946), UC and Stanford faculty and courses (1900-2011), detailed annual UC budgets (1911-2012), and digitized student transcripts for UC San Francisco (1947-2017). Student transcript records are currently being digitized for UC Santa Cruz (1965-2017) and Berkeley (1951-2017).

The UC-CHP project is directed by Zach Bleemer, an economist and CSHE Research Associate at UC Berkeley, and is currently housed at UC Berkeley’s Center for Studies in Higher Education (with principal investigator John Douglass) in partnership with the UC Office of the President.]]></description>
<dc:subject>berkeley history data education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://curricublog.wordpress.com/2006/10/14/sunstein-information/">
    <title>Sunstein &amp; “social knowledge” « Tony's curricublog</title>
    <dc:date>2017-03-28T22:10:32+00:00</dc:date>
    <link>https://curricublog.wordpress.com/2006/10/14/sunstein-information/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[My reason for putting “information” in quotation marks is that I’ve become increasingly concerned about and interested in the idea of “information” that is now taken for granted, which obscures (at best) an older, pre-positivistic idea of information that is more in tune with Dewey’s thinking (to bring this back to Mike Cole’s question, with which this post begins). The positivist degradation of understanding about meaning is discussed in a paper to appear early in 2007 in the special issue of Semiotica edited by Donald Cunningham on semiotics and education. In my paper “Education à la Silhouette: The need for semiotically-informed curriculum consciousness,” I discuss the difference between how C.S. Peirce (and Dewey, following Peirce) understood meaningful signification as a matter of signs potentiating meaning in the interpretive responses to those signs. In this understanding, the sign is something that potentiates, not something that contains and conveys meaning.

The earlier view of “information” had to do with entering into the formation (e.g., of someone’s understanding, awareness, character, etc. This is reflected in European languages that use cognates of “formation” or “Bildung” in their common words for education.]]></description>
<dc:subject>information education theory concepts hayek</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:52172d41e509/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:theory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:concepts"/>
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</item>
<item rdf:about="https://codeactsineducation.wordpress.com/about/">
    <title>About | code acts in education</title>
    <dc:date>2017-03-22T13:42:38+00:00</dc:date>
    <link>https://codeactsineducation.wordpress.com/about/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The Code Acts in Education research program explores how computer code is interwoven with educational processes, institutions, and practices. It  seeks to understand how code, and the software algorithms and digital data practices it enables, are shaping how, when and where learning takes place – in the classroom, the university, the professional workplace, and throughout the lifecourse. As on ongoing program of research led by Ben Williamson at the University of Stirling, it has generated a series of themes and publications focusing on:

Digital data systems including visualization and analytics in education policy
The rise of the ‘learning to code’ and ‘digital makers’ movement
The implications of technologies of the ‘quantified self’ for education
The role of education in computational ‘smart cities’
The implications of social media and big data for professional learning
The growth of a new interdisciplinary field of ‘educational data science’
The role of infrastructures in educational knowledge production
‘Openness’ as a way of organizing educational resources
Teacher ‘automation’ through analytics and bots
The role of new actors such as innovation labs in the digitization of education]]></description>
<dc:subject>code education teaching programming</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:154b566ed548/</dc:identifier>
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<item rdf:about="https://medium.com/@splendidmike/make-my-life-a-living-hell-ok-ab4ccdcb0a3e#.m7wu6uka9">
    <title>“Make My Life a Living Hell.” OK. – Mike Nutt – Medium</title>
    <dc:date>2017-02-19T13:26:36+00:00</dc:date>
    <link>https://medium.com/@splendidmike/make-my-life-a-living-hell-ok-ab4ccdcb0a3e#.m7wu6uka9</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[RT @splendidmike: #BetsyDeVos: “I will not be deterred.” Yes. Yes you will. #resist #education #educación #Trump ]]></description>
<dc:subject>BetsyDeVos Trump education educaci resist</dc:subject>
<dc:source>https://twitter.com/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:3acde34e345d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:BetsyDeVos"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:Trump"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:educaci"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:resist"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.nchs.ucla.edu/history-standards">
    <title>Welcome to UCLA's National Center for History in the Schools</title>
    <dc:date>2015-12-17T20:53:31+00:00</dc:date>
    <link>http://www.nchs.ucla.edu/history-standards</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[These 1996 revised history standards were the result of nearly four years of intensive work by hundreds of gifted classroom teachers of history; of supervisors, state social studies specialists, and chief state school officers responsible for history in the schools; of dozens of talented and active academic historians in the nation; and of representatives of a broad array of professional and scholarly organizations, civic and public interest groups, parents and individual citizens with a stake in the teaching of history in the schools.

This online version of the National Standards for History presents all elements of the printed edition except for 1) charts and illustrations and 2) the appendix listing contributors and participating organizations. It breaks down the standards into 3 sections, the Historical Thinking Standards, US History Standards and World History Standards.]]></description>
<dc:subject>history education standards</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:80ccd213cce5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:standards"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web.stanford.edu/class/cs124/kwc-unix-for-poets.pdf">
    <title>Unix for Poets</title>
    <dc:date>2015-07-30T14:00:05+00:00</dc:date>
    <link>http://web.stanford.edu/class/cs124/kwc-unix-for-poets.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[• Text is available like never before
• Dictionaries, corpora, etc.
• Data Collection Efforts:
ACL/DCI, BNC, CLR, ECI, EDR, ICAME, LDC
• Information Super Highway Roadkill: email, bboards, faxes
• Billions and billions of words
• What can we do with it all?]]></description>
<dc:subject>unix education textanalysis</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:178d50fd4c1c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:unix"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:textanalysis"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.recurse.com/">
    <title>The Recurse Center</title>
    <dc:date>2015-07-15T14:40:23+00:00</dc:date>
    <link>https://www.recurse.com/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The Recurse Center is a free, self-directed, educational retreat for people who want to get better at programming, whether they've been coding for three decades or three months.]]></description>
<dc:subject>programming education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:486c3b793ff9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://pgbovine.net/command-line-bullshittery.htm">
    <title>Philip Guo - Helping my students overcome command-line bullshittery</title>
    <dc:date>2015-02-16T14:04:00+00:00</dc:date>
    <link>http://pgbovine.net/command-line-bullshittery.htm</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[One of my highest-leverage activities when working with students on research is to help them install, set up, and configure software while overcoming the bullshittery of command-line interfaces.]]></description>
<dc:subject>unix education tools research</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:aed969515128/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:unix"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:tools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.yalsa.ala.org/thehub/2014/11/25/ya-lit-symposium-using-multicultural-ya-literature-to-examine-racism-in-the-lives-of-teens-of-color/">
    <title>YA Lit Symposium: Using Multicultural YA Literature to Examine Racism in the Lives of Teens of Color | The Hub</title>
    <dc:date>2014-11-26T17:09:26+00:00</dc:date>
    <link>http://www.yalsa.ala.org/thehub/2014/11/25/ya-lit-symposium-using-multicultural-ya-literature-to-examine-racism-in-the-lives-of-teens-of-color/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[“how can young adult literature be used to examine, process, and provoke constructive conversations about the racism experienced by youth of color on a daily basis?”]]></description>
<dc:subject>education narrative civilrights race teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:039842b91444/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:civilrights"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.codeworld.info/">
    <title>CodeWorld</title>
    <dc:date>2014-07-21T17:25:37+00:00</dc:date>
    <link>http://www.codeworld.info/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Using CodeWorld, you can create your own pictures, animations, and games.]]></description>
<dc:subject>haskell drawing education programming</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:692c7fdd92f1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:haskell"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:drawing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://twdkz.wordpress.com/2014/06/26/teenage-haskell/">
    <title>Teenage Haskell | twdkz</title>
    <dc:date>2014-07-21T17:22:35+00:00</dc:date>
    <link>http://twdkz.wordpress.com/2014/06/26/teenage-haskell/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[I’ve been inspired by the efforts of others (Chris Smith, Manuel Chakravarty) to try teaching children haskell as a first experience of programming. Haskell has a reputation of being a "hard" language, but I suspect this stems from the challenges faced by software developers transitioning from an imperative programming paradigm to a functional one. There’s anecdotal evidence that, for first steps into programming, a functional programming language may be easier for many students, and allow a class to focus more quickly on interesting aspects of programming.

]]></description>
<dc:subject>haskell programming education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:2e7a2782d473/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:haskell"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-001-structure-and-interpretation-of-computer-programs-spring-2005/video-lectures/">
    <title>Video Lectures | Structure and Interpretation of Computer Programs | Electrical Engineering and Computer Science | MIT OpenCourseWare</title>
    <dc:date>2014-06-16T12:12:45+00:00</dc:date>
    <link>http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-001-structure-and-interpretation-of-computer-programs-spring-2005/video-lectures/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Structure and Interpretation of Computer Programs has been MIT's introductory pre-professional computer science subject since 1981. It emphasizes the role of computer languages as vehicles for expressing knowledge and it presents basic principles of abstraction and modularity, together with essential techniques for designing and implementing computer languages. This course has had a worldwide impact on computer science curricula over the past two decades. The accompanying textbook by Hal Abelson, Gerald Jay Sussman, and Julie Sussman is available for purchase from the MIT Press, which also provides a freely available on-line version of the complete textbook.

These twenty video lectures by Hal Abelson and Gerald Jay Sussman are a complete presentation of the course, given in July 1986 for Hewlett-Packard employees, and professionally produced by Hewlett-Packard Television. ]]></description>
<dc:subject>lisp CS education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:3a58c7f07789/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:lisp"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:CS"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.marklogic.com/services/training/class-schedule/">
    <title>Class Schedule | MarkLogic</title>
    <dc:date>2014-05-25T03:22:34+00:00</dc:date>
    <link>http://www.marklogic.com/services/training/class-schedule/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[MarkLogic University offers FREE publicly scheduled instructor led courses! Here’s how it works:

Sign up for any public class listed below by paying the Booking Fee
Once you have completed the course the Booking Fee will be fully refunded with 7 business days
If you register for the class but do not attend you will forfeit your Booking Fee]]></description>
<dc:subject>xml database education courses</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:54131d56d67d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:xml"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:database"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:courses"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://distro.ibiblio.org/tinycorelinux/concepts.html">
    <title>Tiny Core Linux - Concepts</title>
    <dc:date>2014-04-24T20:52:02+00:00</dc:date>
    <link>http://distro.ibiblio.org/tinycorelinux/concepts.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Tiny Core includes filetool for saving personal settings and data. The text file /opt/.filetool.lst lists files and directories to be backed up at power down and restored at reboot. The list may be changed manually (using vi, nano, etc) or via the scripts in the Tools menu; note that the entry for /opt/filetool.lst should never be removed from the list itself. filetool also supports exclusion of particular files via /opt/xfiletool.lst.
By default, filetool.lst includes the entire home/tc directory, and xfiletool.lst excludes some unnecessary caches and temporary directories.

filetool writes backup mydata.tgz. The location of mydata.tgz can be initially set using the boot option restore=hdXY, restore=hdXY/directory, or, after boot, by selecting Backup/Restore from the Control Panel. If the restore code is no used, Tiny Core will search for mydata.tgz in available root directories at boot. Conversely, the boot option norestore ignores any existing backup files, a useful tool for trouble-shooting and upgrading.]]></description>
<dc:subject>linux education inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:1222db904cc8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:linux"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://mikelev.in/ux/">
    <title>Levinux - A Tiny Version of Linux for Education - Mike Levin</title>
    <dc:date>2014-04-24T19:25:53+00:00</dc:date>
    <link>http://mikelev.in/ux/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Levinux (download ~20 MB) is a tiny virtual Linux server that runs from USB or Dropbox with a double-click (no install or admin rights required) on Macs, Windows or Linux PCs—making it the perfect learning environment, and way to run & keep your code safe for life! Think of it as an introduction to old-skool “short stack” development—more relevant now then ever as Linux/Unix gets embedded into everything.]]></description>
<dc:subject>unix education inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:f4e15b4b3a72/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:unix"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blogs.swarthmore.edu/burke/blog/2014/01/20/now-im-in-for-it/">
    <title>Now I’m In For It | Easily Distracted</title>
    <dc:date>2014-01-23T23:20:33+00:00</dc:date>
    <link>http://blogs.swarthmore.edu/burke/blog/2014/01/20/now-im-in-for-it/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[So I’ve overhauled my survey course on the history of the Atlantic slave trade in West Africa this semester as an experiment in “flipping the classroom”. I’m not quite flipping the way that some do, with lectures as homework and problem sets in the classroom, but that’s a bit of the spirit of what I’m doing.]]></description>
<dc:subject>education teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:81e98d56b88c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.northernspeech.com/product/1000012/Cognitive__Linguistic_Disorders/1001158/Narrative__and_amp_Discourse_Builder_Tool/">
    <title>Narrative &amp; Discourse Builder Story Mapping Tool | Product Profile</title>
    <dc:date>2014-01-09T16:36:36+00:00</dc:date>
    <link>http://www.northernspeech.com/product/1000012/Cognitive__Linguistic_Disorders/1001158/Narrative__and_amp_Discourse_Builder_Tool/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Narrative & Discourse Builder is ideal to boost reading comprehension, narrative comprehension, and writing skills. Its efficient design will help students to better understand what they have read and be more effective at recounting the elements and progression of any story.]]></description>
<dc:subject>narrative visualization comprehension education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:f1962b33a2fc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:visualization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:comprehension"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://divisbyzero.com/2008/12/22/how-to-curve-an-exam-and-assign-grades/">
    <title>How to curve an exam and assign grades « Division by Zero</title>
    <dc:date>2013-02-20T17:27:12+00:00</dc:date>
    <link>http://divisbyzero.com/2008/12/22/how-to-curve-an-exam-and-assign-grades/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[In this post I share my thoughts on when you should (or should not) curve an exam. I give ten sample curving techniques, including pros and cons of each, I explain how to convert grades into letter grades, and I end with three concrete examples.]]></description>
<dc:subject>education teaching statistics</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:48a285bd39b6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:statistics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://maxogden.com/bringing-minecraft-style-games-to-the-open-web.html">
    <title>Bringing Minecraft-style games to the open Web</title>
    <dc:date>2013-01-26T13:53:04+00:00</dc:date>
    <link>http://maxogden.com/bringing-minecraft-style-games-to-the-open-web.html</link>
    <dc:creator>rybesh</dc:creator><dc:subject>javascript node 3d game education teaching inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:6f1f86a30252/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:javascript"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:node"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:3d"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:game"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://csunplugged.org/">
    <title>Computer Science Unplugged |</title>
    <dc:date>2012-12-18T21:33:02+00:00</dc:date>
    <link>http://csunplugged.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[CS Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

The activities introduce students to underlying concepts such as binary numbers, algorithms and data compression, separated from the distractions and technical details we usually see with computers.]]></description>
<dc:subject>education cs</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:f52beda48003/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:cs"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://training.github.com/web/free-classes/">
    <title>Online Git Courses • GitHub Training</title>
    <dc:date>2012-10-06T02:02:21+00:00</dc:date>
    <link>http://training.github.com/web/free-classes/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[GitHub offers free, short, topical online classes about GitHub, Git, and the union of these two technologies. We rotate through various topics every few months and are constantly looking to introduce new topics and concepts into the mix. Office Hours are free events following our free classes that allow any user of Git or GitHub to get answers directly from Git Experts.]]></description>
<dc:subject>git education inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:162946bb1a45/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:git"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://worrydream.com/LearnableProgramming/">
    <title>Learnable Programming</title>
    <dc:date>2012-09-28T17:29:45+00:00</dc:date>
    <link>http://worrydream.com/LearnableProgramming/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Start concrete, start grounded. Start with one specific case, entirely understood. Then gradually generalize, level by level, in such a way that the student still fully understands the system at each level of abstraction.]]></description>
<dc:subject>teaching education programming learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:6c5f8c15206f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://itunes.apple.com/us/app/algorithms-app/id539362701">
    <title>Algorithms App for iPad on the iTunes App Store</title>
    <dc:date>2012-09-25T17:14:37+00:00</dc:date>
    <link>http://itunes.apple.com/us/app/algorithms-app/id539362701</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[An educational app to learn/teach algorithms by intuitive visualization.

This app is built on a powerful interpreter and animation language. It displays an intuitive executable pseudocode and crisp animations side-by-side for several basic and advanced algorithms. With an elegant interface to "Play", "Pause" and "Fast Forward" the animations, users can learn/teach several algorithmic concepts much more efficiently compared to traditional textbook learning/teaching.]]></description>
<dc:subject>cs programming algorithms education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:c128bc4ec406/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:cs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:algorithms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.historians.org/projects/tuning/HistoryDisciplineCoreInitial%20Release_08-28-12.pdf">
    <title>History Discipline Core</title>
    <dc:date>2012-08-30T20:37:13+00:00</dc:date>
    <link>http://www.historians.org/projects/tuning/HistoryDisciplineCoreInitial%20Release_08-28-12.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The document below represents the AHA Tuning Project’s effort to describe the skills, knowledge, and habits of mind that students develop in history courses and degree programs. We articulate the ways history supports an educated workforce and citizenry and demonstrate that its value goes far beyond narrow professional training.  Because we believe that any discussion of teaching and learning history must be faculty driven, we’ve used the expertise of history faculty from nearly 70 different institutions to draft, debate, and revise our ideas. Grounded in the excellent work already done by the AHA and scholars of teaching and learning, we developed this set of core competencies and examples of specific ways students might demonstrate their competence.]]></description>
<dc:subject>history education standards</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:ce93696c7d02/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:standards"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ampcamp.berkeley.edu/">
    <title>UC Berkeley AMP Camp | The UC Berkeley Big Data AMP Camp, featuring tutorials on popular open-source software including Spark, Shark, Hive, and Mesos; overviews of the Berkeley Data Analytics System (BDAS); and Machine Learning tutorials.</title>
    <dc:date>2012-08-20T18:18:35+00:00</dc:date>
    <link>http://ampcamp.berkeley.edu/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The first UC Berkeley AMP Camp will be hosted in Berkeley (and online) August 21-22, 2012, brought to you by the AMPLab, featuring hands-on tutorials teaching Big Data analysis using the AMPLab software stack, including Spark, Shark, and Mesos. These tools help accelerate Hadoop and other popular data management platforms.

The AMPLab works at the intersection of machine learning, cloud computing, and crowdsourcing; integrating Algorithms, Machines, and People (AMP) to make sense of Big Data, and we want to share our expertise with you! Attendees will learn to solve Big Data problems using components of the Berkeley Data Analytics System (BDAS) and cutting edge machine learning algorithms.]]></description>
<dc:subject>bigdata analysis education hadoop</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:15f13ffabfa9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:bigdata"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:analysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:hadoop"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://class.coursera.org/nlp/class/index">
    <title>Coursera - Stanford NLP class</title>
    <dc:date>2012-05-31T21:20:20+00:00</dc:date>
    <link>https://class.coursera.org/nlp/class/index</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Jurafsky and Manning's online NLP course.]]></description>
<dc:subject>nlp education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b142af9e2836/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:nlp"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://us-intellectual-history.blogspot.com/2012/05/black-freedom-movement-course.html">
    <title>U.S. Intellectual History: Black Freedom Movement Course</title>
    <dc:date>2012-05-23T12:58:19+00:00</dc:date>
    <link>http://us-intellectual-history.blogspot.com/2012/05/black-freedom-movement-course.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Today, I'd like to write about some of my ideas for the Black Freedom Movement course, particularly my idea to structure the course according to historiographical debates rather than primarily chronologically. There are so many historiographical choices I need to make, in addition to pedagogical ones. When do I start the course? If it is a Civil Rights Course, then maybe WWII (or if it is the Long Civil Rights Movement, 1930s-1970s). If it is a true Black Freedom Movement course, then I could start way back with abolitionists, slave revolts, the Haitian Revolution, or on-ship rebellions. The newly adopted course description helps me make some of these decisions (This year represents the first year that it will be called the Black Freedom Movement rather than the Civil Rights Movement).]]></description>
<dc:subject>civilrights history chronology education teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:364f8d90e0ac/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:civilrights"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:chronology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ed.ted.com/">
    <title>TED-Ed | Lessons Worth Sharing</title>
    <dc:date>2012-05-04T14:00:00+00:00</dc:date>
    <link>http://ed.ted.com/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The "flip this video" button allows you to turn a video into a customized lesson that can be assigned to students or shared more widely. You can add context, questions and follow-up suggestions. ]]></description>
<dc:subject>education teaching learning video</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b2fff95852cb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:video"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.mla.org/guidelines_evaluation_digital">
    <title>Guidelines for Evaluating Work in Digital Humanities and Digital Media</title>
    <dc:date>2012-04-26T13:57:23+00:00</dc:date>
    <link>http://www.mla.org/guidelines_evaluation_digital</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The following guidelines are designed to help departments and faculty members implement effective evaluation procedures for hiring, reappointment, tenure, and promotion. They apply to scholars working with digital media as their subject matter and to those who use digital methods or whose work takes digital form.]]></description>
<dc:subject>digitalhumanities education standards</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:61ad3b34f422/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:standards"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://autotelicum.github.com/Smooth-CoffeeScript/literate/histogram.html">
    <title>Photo histogram in CoffeeKup — Smooth CoffeeScript</title>
    <dc:date>2012-04-06T21:13:49+00:00</dc:date>
    <link>http://autotelicum.github.com/Smooth-CoffeeScript/literate/histogram.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This literate program is interactive in its HTML5 form. Edit a CoffeeScript segment to try it. You can see the generated JavaScript as you modify a CoffeeScript function by typing ‘show name’ after its definition.]]></description>
<dc:subject>coffeescript education publishing interactive</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:a5f901a07ad7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:coffeescript"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:publishing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:interactive"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://piazza.com/">
    <title>Piazza – Ask. Answer. Explore. Whenever.</title>
    <dc:date>2012-03-02T20:56:37+00:00</dc:date>
    <link>https://piazza.com/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Welcome to Piazza—a place where students can come together to ask, answer, and explore under the guidance of their instructor. It'll save you time, and your students will love using it.]]></description>
<dc:subject>course discussion education teaching tools</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:5c0fc3b30e08/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:course"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:discussion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:tools"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://itunes.apple.com/itunes-u/statistics-110-introduction/id495213607">
    <title>Statistics 110: Introduction to Probability</title>
    <dc:date>2012-01-18T05:35:48+00:00</dc:date>
    <link>http://itunes.apple.com/itunes-u/statistics-110-introduction/id495213607</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Statistics 110 (Introduction to Probability), taught at Harvard University by Joe Blitzstein in Fall 2011. Lecture videos, homework, review material, practice exams, and a large collection of practice problems with detailed solutions are provided. This course is an introduction to probability as a language and set of tools for understanding statistics, science, risk, and randomness. The ideas and methods are useful in statistics, science, philosophy, engineering, economics, finance, and everyday life. Topics include the following. Basics: sample spaces and events, conditional probability, Bayes’ Theorem. Random variables and their distributions: cumulative distribution functions, moment generating functions, expectation, variance, covariance, correlation, conditional expectation. Univariate distributions: Normal, t, Binomial, Negative Binomial, Poisson, Beta, Gamma. Multivariate distributions: joint, conditional, and marginal distributions, independence, transformations, Multinomial, Multivariate Normal. Limit theorems: law of large numbers, central limit theorem. Markov chains: transition probabilities, stationary distributions, reversibility, convergence.]]></description>
<dc:subject>statistics education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:25b87ae14ccb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blogs.swarthmore.edu/burke/2012/01/12/discovering-the-template/">
    <title>Discovering the Template | Easily Distracted</title>
    <dc:date>2012-01-12T22:57:30+00:00</dc:date>
    <link>http://blogs.swarthmore.edu/burke/2012/01/12/discovering-the-template/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[I can see that another thing I often do in my courses, particularly thematic classes, is provide a “spine” narrative that supports the discussion. For all that I think “coverage” is an uninteresting objective for a class, I clearly recognize that without some core storyline or knowledge base, a class would be nothing but 14 weeks of “another interesting reading”: fun and diverting, but not giving students any sense of cumulative ownership over the subject, a sense that they know something that can be brought to bear in unexpected and creative ways on later readings (and on later experiences once the class is over).]]></description>
<dc:subject>narrative education history</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b8e5076a1b76/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.codeschool.com/">
    <title>Learn by Doing - Code School</title>
    <dc:date>2012-01-10T15:52:45+00:00</dc:date>
    <link>http://www.codeschool.com/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Code School is all about learning by doing. Our educational courses combine video, coding in the browser, and gamification principles to make learning more fun and therefore more effective.]]></description>
<dc:subject>programming education tutorials</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:f110550fe3fb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:tutorials"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.codecademy.com/#!/exercises/0">
    <title>Learn to code | Codecademy</title>
    <dc:date>2012-01-10T15:45:12+00:00</dc:date>
    <link>http://www.codecademy.com/#!/exercises/0</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Codecademy is the easiest way to learn how to code.]]></description>
<dc:subject>programming tutorial education inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:efd0d9248124/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:tutorial"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ehis.ebscohost.com/ehost/detail?vid=4&amp;hid=120&amp;sid=8c3bcd69-04ef-46c8-b1a9-9b34451f3d0b%40sessionmgr110&amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=pdh&amp;AN=edu-88-3-478">
    <title>EBSCOhost: Using multiple sources of evidence to reason about history</title>
    <dc:date>2011-11-15T14:59:24+00:00</dc:date>
    <link>http://ehis.ebscohost.com/ehost/detail?vid=4&amp;hid=120&amp;sid=8c3bcd69-04ef-46c8-b1a9-9b34451f3d0b%40sessionmgr110&amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=pdh&amp;AN=edu-88-3-478</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This article investigated whether students' ability to reason with and about documentary evidence is influenced by the composition of the document set they study. Two groups of college students read sets of history documents containing a variety of document types (e.g., historian essays, participant accounts). One group was also given primary documents, and the other group received additional historian essays that cited the primary documents. The students' task was to read the documents, rate their usefulness and trustworthiness, and write a short opinion essay on the controversy described in the documents. Results revealed that the presence of primary documents influenced how students rated the documents and on which criteria they based this interpretation. These results suggest that exposing students to a variety of document types, especially primary documents, within a reasoning task changes how students represent and reason about documents and historical problems.]]></description>
<dc:subject>history education research</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:4c839ade46e2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ehis.ebscohost.com/ehost/detail?vid=5&amp;hid=120&amp;sid=2b1b3749-3348-4ceb-880d-d5bf6b139d8c%40sessionmgr115&amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=pdh&amp;AN=edu-91-2-301">
    <title>Constructing arguments from multiple sources: Tasks that promote understand...</title>
    <dc:date>2011-11-15T14:58:32+00:00</dc:date>
    <link>http://ehis.ebscohost.com/ehost/detail?vid=5&amp;hid=120&amp;sid=2b1b3749-3348-4ceb-880d-d5bf6b139d8c%40sessionmgr115&amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=pdh&amp;AN=edu-91-2-301</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[In 2 experiments, understanding of historical subject matter was enhanced when students acted as historians and constructed their own models of an historical event. Providing students with information in a web site with multiple sources instead of a textbook chapter, and instructing them to write arguments instead of narratives, summaries, or explanations, produced the most integrated and causal essays with the most transformation from the original sources. Better performance on inference and analogy tasks provided converging evidence that students who wrote arguments from the web sources gained a better understanding than other students. A second experiment replicated the advantage of argument writing even when information was presented as an argument.]]></description>
<dc:subject>history education research</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:d6acd65c52cd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.pitt.edu/~perfetti/PDF/Sourcer's%20Apprentice-document%20supported%20history%20instruct-%20Britt%20et%20al..pdf">
    <title>Britt, Perfetti, Van Dyke, &amp; Gabrys - The Sourcer's Apprentice</title>
    <dc:date>2011-11-15T14:54:48+00:00</dc:date>
    <link>http://www.pitt.edu/~perfetti/PDF/Sourcer's%20Apprentice-document%20supported%20history%20instruct-%20Britt%20et%20al..pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[A tool for document-supported history instruction.]]></description>
<dc:subject>history education discourse tools</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:4b2e95cd68c2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:discourse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:tools"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.tandfonline.com/doi/abs/10.1207/s1532690xci1501_3">
    <title>Studying and Using Multiple Documents in History: Effects of Discipline Expertise - Cognition and Instruction - Volume 15, Issue 1</title>
    <dc:date>2011-11-14T22:42:25+00:00</dc:date>
    <link>http://www.tandfonline.com/doi/abs/10.1207/s1532690xci1501_3</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Extensive training in history results in generalized knowledge of the methods and information sources typical of history problems, that is, discipline expertise. We investigated the influence of discipline expertise on students' reading, evaluation, and use of multiple documents about a historical controversy. Eleven graduate students in psychology (history novices) and 8 graduate students in history (history specialists) studied 2 controversies about the history of the Panama Canal. For each controversy, the students studied a set of documents, wrote an opinion essay, and evaluated the documents for usefulness and trustworthiness. Study strategies did not differ significantly across groups. However, the evaluation of usefulness varied as a function of document type and students' expertise. Furthermore, novice and expert students differed in the way they expressed and supported an opinion in their essay. We suggest that discipline expertise helps history students connect information sources and interpretations to their representation of the situation or problem.]]></description>
<dc:subject>history education research reading</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:7efb27ac9a7e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:reading"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://site.ebrary.com/lib/uncch/docDetail.action?docID=10078110">
    <title>How Students Learn: History in the Classroom</title>
    <dc:date>2011-11-14T21:31:38+00:00</dc:date>
    <link>http://site.ebrary.com/lib/uncch/docDetail.action?docID=10078110</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[How Students Learn: History in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.
The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It also features illustrated suggestion for classroom activities.]]></description>
<dc:subject>history education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:39226e9598ef/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://movelang.org/">
    <title>Move</title>
    <dc:date>2011-08-09T16:59:33+00:00</dc:date>
    <link>http://movelang.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Move is a modern and simple programming language which can run on virtually any computer. Move is primarily aimed towards people not previously familiar with programming computers.]]></description>
<dc:subject>javascript language education teaching programming</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:419ffc4aaa3d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:javascript"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:programming"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://rockablepress.com/books/getting-good-with-git/">
    <title>Getting Good with Git | Rockable Press</title>
    <dc:date>2010-11-19T05:27:10+00:00</dc:date>
    <link>http://rockablepress.com/books/getting-good-with-git/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[In Getting Good With Git, Nettuts+ Associate Editor Andrew Burgess will guide you through the sometimes-scary waters of source code management with Git, the fast version control system.]]></description>
<dc:subject>git books education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:d34d0dfbd81e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:git"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sscnet.ucla.edu/nchs/standards/world-standards5-12.html">
    <title>National Standards for United States History -- Grades 5-12</title>
    <dc:date>2010-11-16T18:09:51+00:00</dc:date>
    <link>http://www.sscnet.ucla.edu/nchs/standards/world-standards5-12.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[ Periodization standards for World History for Grades 5-12.]]></description>
<dc:subject>periodization history education standards</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:58617f7778d8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:periodization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:standards"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sscnet.ucla.edu/nchs/standards/us-standards5-12.html">
    <title>History Content Standards, Grades 5-12</title>
    <dc:date>2010-11-16T18:09:13+00:00</dc:date>
    <link>http://www.sscnet.ucla.edu/nchs/standards/us-standards5-12.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Periodization standards for history for Grades 5-12.]]></description>
<dc:subject>periodization history education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:46b53498fa09/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:periodization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sscnet.ucla.edu/nchs/standards/dev-5-12e.html">
    <title>National Standards for United States History -- Grades 5-12</title>
    <dc:date>2010-11-16T18:04:16+00:00</dc:date>
    <link>http://www.sscnet.ucla.edu/nchs/standards/dev-5-12e.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[As in United States History, arranging the study of the past into distinct periods of time is one way of imposing a degree of order and coherence on the incessant, fragmented flow of events. Historians have devised a variety of periodization designs for World History to make it intelligible. Students should understand that every one of these designs is a creative construction reflecting the historian’s particular aims, preferences, and cultural or social values. ]]></description>
<dc:subject>periodization history education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:94ad20e710cd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:periodization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sscnet.ucla.edu/nchs/standards/dev-5-12d.html">
    <title>National Standards for United States History -- Grades 5-12</title>
    <dc:date>2010-11-16T17:59:39+00:00</dc:date>
    <link>http://www.sscnet.ucla.edu/nchs/standards/dev-5-12d.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[We have tried to overcome, in part, the difficulties inherent in periodizing history by overlapping eras to demonstrate that there really is no such thing as an era’s beginning or ending, and that all such schemes are simply the historian’s way of trying to give some structure to the course of history.]]></description>
<dc:subject>periodization history education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:36d51f61c08c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:periodization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.sscnet.ucla.edu/nchs/standards/">
    <title>National History Standards TOC</title>
    <dc:date>2010-11-16T17:57:40+00:00</dc:date>
    <link>http://www.sscnet.ucla.edu/nchs/standards/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The development of the History Standards was administered by the National Center for History in the Schools at the University of California, Los Angeles under the guidance of the National Council for History Standards. The standards were developed with funding from the National Endowment for the Humanities and the U.S. Department of Education.]]></description>
<dc:subject>history education standards</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:6937bcf633d8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:standards"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://docsteach.org/">
    <title>DocsTeach</title>
    <dc:date>2010-11-16T17:56:07+00:00</dc:date>
    <link>http://docsteach.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Help your students think through primary source documents for contextual understanding and to glean information to make informed judgments.]]></description>
<dc:subject>history research education documents archives</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:80e63859edad/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:documents"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:archives"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.google.com/edu/computational-thinking/index.html">
    <title>Google: Exploring Computational Thinking</title>
    <dc:date>2010-10-25T19:06:36+00:00</dc:date>
    <link>http://www.google.com/edu/computational-thinking/index.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[What is Computational Thinking? Computational thinking (CT) involves a set of problem-solving skills and techniques that software engineers use to write programs that underlay the computer applications you use such as search, email, and maps. Below is a list of specific techniques along with real world examples from our every day lives.]]></description>
<dc:subject>education ideology computation</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:7e83adf1bcf2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:ideology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:computation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.elgg.org/">
    <title>Elgg - Open Source Social Networking Engine.</title>
    <dc:date>2010-10-09T16:57:16+00:00</dc:date>
    <link>http://www.elgg.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Elgg is an award-winning social networking engine, delivering the building blocks that enable businesses, schools, universities and associations to create their own fully-featured social networks and applications.]]></description>
<dc:subject>collaboration opensource software education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:4bb2851b4839/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:opensource"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:software"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://howtheuniversityworks.com/wordpress/archives/250">
    <title>Is the iPad for iTots? | How The University Works</title>
    <dc:date>2010-04-05T17:56:49+00:00</dc:date>
    <link>http://howtheuniversityworks.com/wordpress/archives/250</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[If you are interested in how you can help your toddler or pre-schooler to learn using a touch screen, I’d suggest you take them into an Apple store and a computer store stocking the HP device and go to starfall.com for starters. ]]></description>
<dc:subject>baby education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:865c4bdc5532/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:baby"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://jamesfallows.theatlantic.com/archives/2009/11/signs_of_the_apocalypse_from_a.php">
    <title>Signs of the apocalypse from an unexpected angle, #13,287</title>
    <dc:date>2009-11-21T16:55:02+00:00</dc:date>
    <link>http://jamesfallows.theatlantic.com/archives/2009/11/signs_of_the_apocalypse_from_a.php</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[In case you haven't seen it, check out Elliott Gerson's op-ed in the Washington Post today, offering an unexpected measure of what has gone wrong with America's economic and social structure. Gerson is the American secretary of the Rhodes scholarship trust, and his data track follows... what Rhodes Scholars do with their lives once they come home from England. Precis: in the olden days, they wanted to be big shots, a la Bill Clinton. Politicians, professors, writers, people paid in part or full in currency other than plain cash. Now, they want to be rich. And Gerson has a theory about what that change shows.There is a reverse-backflip aspect to this shift that Gerson is certainly aware of but doesn't have the space to mention: Over the past 20 years or so, the selection process for Rhodes scholars has shifted to place less emphasis on Clinton-style BMOC traits and more on expressed or proven commitment to "service." So a group that starts out being more interested in social service ends up being more likely to go to Wall Street. Read and reflect.]]></description>
<dc:subject>Economics Education Life</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:560eaf721b56/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:Economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:Education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:Life"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.barcharts.com/">
    <title>BarCharts Quick Reference Guides</title>
    <dc:date>2009-04-01T01:30:15+00:00</dc:date>
    <link>http://www.barcharts.com/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[BarCharts began in 1991, with Bobbie Ford’s handwritten flow chart of Constitutional Law. Today, we produce 400+ QuickStudy laminated quick-reference guides.
]]></description>
<dc:subject>reference education history charts events maps timeline</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:d63c51cf17d1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:reference"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:charts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:events"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:maps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:timeline"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.ithaka.org/">
    <title>Ithaka :: Welcome to Ithaka</title>
    <dc:date>2007-04-19T17:23:33+00:00</dc:date>
    <link>http://www.ithaka.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Ithaka is an independent not-for-profit organization with a mission to accelerate the productive uses of information technologies for the benefit of higher education worldwide.
]]></description>
<dc:subject>library academia education digital infrastructure</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:3bbc0aee8750/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:library"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:infrastructure"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.herbblockfoundation.org/herbblockfoundation/home.aspx?Page=Main">
    <title>Herbert Block Foundation</title>
    <dc:date>2007-03-31T03:37:20+00:00</dc:date>
    <link>http://www.herbblockfoundation.org/herbblockfoundation/home.aspx?Page=Main</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Committed to defending the basic freedoms guaranteed all Americans, combating all forms of discrimination and prejudice and improving the conditions of the poor and underprivileged through the creation or support of charitable and educational programs.
]]></description>
<dc:subject>grants cartoons politics charity education</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:471f787e0086/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:grants"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:cartoons"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:charity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.cartoonstudies.org/">
    <title>The Center for Cartoon Studies</title>
    <dc:date>2007-03-14T06:00:30+00:00</dc:date>
    <link>http://www.cartoonstudies.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The Center for Cartoon Studies (CCS) offers a course of study designed for a small group of dedicated students with a passion and appreciation for graphic novels, storytelling, writing, comics, and design.
]]></description>
<dc:subject>art comics graphicnovels narrative education academia</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:072a3070642f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:comics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:graphicnovels"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:academia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://epistemicgames.org/eg/?cat=22">
    <title>Epistemic Games: ByLine</title>
    <dc:date>2007-01-29T23:52:19+00:00</dc:date>
    <link>http://epistemicgames.org/eg/?cat=22</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[ByLine is designed to help players learn to think like journalists about science and society.
]]></description>
<dc:subject>games research learning education journalism</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:0fb8191a926d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:journalism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www3.uni-siegen.de/fb5/wirtschaftsinformatik/mitarbeiter/wulf/index.html.en?lang=en">
    <title>Volker Wulf</title>
    <dc:date>2007-01-27T22:04:32+00:00</dc:date>
    <link>http://www3.uni-siegen.de/fb5/wirtschaftsinformatik/mitarbeiter/wulf/index.html.en?lang=en</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[His research interests lie primarily in the area of Computer Supported Cooperative Work, Knowledge Management, Computer Supported Cooperative Learning, Entertainment Computing, Human Computer Interaction, Participatory Design, and Organizational Computing
]]></description>
<dc:subject>people academia research germany social information science collaboration education entertainment HCI design organization</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:317531dfb9d9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:people"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:germany"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:information"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:entertainment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:HCI"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:organization"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.niallkennedy.com/blog/archives/2007/01/web-gadget-development-google-microsoft.html">
    <title>Google and Microsoft gadget developer setup compared</title>
    <dc:date>2007-01-25T06:50:28+00:00</dc:date>
    <link>http://www.niallkennedy.com/blog/archives/2007/01/web-gadget-development-google-microsoft.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[How do you sell your API? Help your visitors visualize the end result as they attempt to gauge the amount of work and expertise needed to implement.
]]></description>
<dc:subject>api design education interface</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:cd53674657b5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:api"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:interface"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://weblog.infoworld.com/udell/2006/09/19.html#a1526">
    <title>Jon Udell: Screencasting of tacit knowledge</title>
    <dc:date>2006-09-19T15:30:45+00:00</dc:date>
    <link>http://weblog.infoworld.com/udell/2006/09/19.html#a1526</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Screencasting can be an excellent way to transmit tacit knowledge.
]]></description>
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    <link>http://mkg.iti.gr/ssms2006/</link>
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]]></description>
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    <title>Same Language Subtitling</title>
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    <link>http://td-p.com/group/</link>
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]]></description>
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    <dc:creator>rybesh</dc:creator><description><![CDATA[Project Pad is a project to build a web-based system for media annotation and collaboration for teaching and learning and scholarly applications.
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]]></description>
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]]></description>
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