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aderking

The Art of Seamless Communication: Discover the Power of Fiber Optic Splice Closures - 1 views

      I. Introduction   A. Importance of seamless communication in modern society Efficient Exchange of Information: Seamless communication ensures the swift and efficient exc...

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started by aderking on 23 Jul 23 no follow-up yet
technokids india

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  • technokids india on 05 Jun 14
     
    http://www.technokidsindia.com Computer provides teacher lesson plan as a manual for teachers which helps teaching programing to school students. http://www.technokidsindia.com/teacherlessonplan Teacher Guide About the TechnoKids Teacher Guide TechnoKidsindia Computer Curriculum technology projects are lesson plans and resources for teachers to integrate computer skills into curriculum. TechnoKidsindia Computer Curriculum is divided into six categories: Primary, Junior, Intermediate, Senior, Camp, and Teacher. Each category contains a set of technology projects designed to teach a range of computer skills using a variety of software. A technology project contains detailed lesson plans to integrate technology into curriculum using a project-based approach. A teacher guide is a manual, in PDF format, that contains all the necessary instructions, preparation information, learning objectives, tips, and trouble shooting help needed to teach the project. http://www.technokidsindia.com/integrationoftechnologyintoclassroom A teacher guide contains the following three sections: 1) Getting Started: This section contains a description of each session, list of materials and their location within the resource folder, and preparatory steps with detailed instructions. 2) Project Instructions: This section contains the project instructions divided into sessions. Sessions may contain: a) Overview - explanation of the session activities and their purpose b) Material List - list of handouts, sample files, templates, flashcards, and resource materials c) Teaching Strategies - instructional methods recommended for teaching the activities d) Lesson Plan - list of each step in the session e) Learning Objectives - summary of the content knowledge and learned technical skills f) Assignments - detailed instructions with illustrations, screen shots, and tips to explain how to complete the task http://www.technokidsindia.com/franchisecomputereducati
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shared by technokids india on 05 Jun 14 - No Cached
  • technokids india on 05 Jun 14
     
    http://www.technokidsindia.com Computer provides teacher lesson plan as a manual for teachers which helps teaching programing to school students. http://www.technokidsindia.com/teacherlessonplan Teacher Guide About the TechnoKids Teacher Guide TechnoKidsindia Computer Curriculum technology projects are lesson plans and resources for teachers to integrate computer skills into curriculum. TechnoKidsindia Computer Curriculum is divided into six categories: Primary, Junior, Intermediate, Senior, Camp, and Teacher. Each category contains a set of technology projects designed to teach a range of computer skills using a variety of software. A technology project contains detailed lesson plans to integrate technology into curriculum using a project-based approach. A teacher guide is a manual, in PDF format, that contains all the necessary instructions, preparation information, learning objectives, tips, and trouble shooting help needed to teach the project. http://www.technokidsindia.com/integrationoftechnologyintoclassroom A teacher guide contains the following three sections: 1) Getting Started: This section contains a description of each session, list of materials and their location within the resource folder, and preparatory steps with detailed instructions. 2) Project Instructions: This section contains the project instructions divided into sessions. Sessions may contain: a) Overview - explanation of the session activities and their purpose b) Material List - list of handouts, sample files, templates, flashcards, and resource materials c) Teaching Strategies - instructional methods recommended for teaching the activities d) Lesson Plan - list of each step in the session e) Learning Objectives - summary of the content knowledge and learned technical skills f) Assignments - detailed instructions with illustrations, screen shots, and tips to explain how to complete the task http://www.technokidsindia.com/franchisecomputereducati
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shared by technokids india on 04 Jun 14 - No Cached
  • technokids india on 04 Jun 14
     
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shared by globalshop on 07 Jul 24 - No Cached
  • globalshop on 07 Jul 24
     
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Maggie Tsai

Composing Spaces » Blog Archive » preparing writers for the future of informa... - 1 views

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shared by Maggie Tsai on 27 Feb 08 - Cached
  • I clicked on it and found a step-by-step guide by Andre ‘Serling’ Segers at ign.com. After reading the Basics, I clicked on Walkthrough, which contains detailed instructions with screen shots for each step of the game. I went to my Diigo toolbar and clicked "bookmark." I entered the following tags: zelda, wii, guide, and video-games. I then printed out the guide to Part 1 and went back to my living room to play. After I completed Part 1 I went back to my computer where I saw that the Diigo widget in my Netvibes ecosystem had a link to the Zelda guide. I clicked on the link, found Part 2, printed it, and continued playing. Here is the complete process, repeated.
  • each of the online tools-each of the Web 2.0 technologies-I used during this process is as much a semiotic domain as Zelda itself. They are filled with, to borrow from Gee’s list, written language, images, equations, symbols, sounds, gestures, graphs, and artifacts. Consider, for example, the upper left section of the Netvibes RSS reader that I use-and asked students to use:
  • ...10 more annotations...
  • how to use them within the context of a particular action: finding, retrieving, storing, and re-accessing a certain bit of information
  • Only recently, with the pervasiveness of social bookmarking software (such as Del.icio.us and Diigo) and the ubiquity of RSS feed readers (such as Google Reader and Netvibes), have technologies been available for all internet users to compose their own dynamic storage spaces in multiple interconnected online locations.
  • These dynamic storage spaces each contain what Jay David Bolter (2001) calls writing spaces-online and in-print areas where texts are written, read, and manipulated. Web 2.0 technologies are replete with multiple writing spaces, each of which has its own properties, assumptions, and functions
  • If we can see these spaces as semiotic domains, then we must also see them as spaces for literacy-a literacy that is a function of the space’s own characteristics.
  • [T]echnological literacy . . . refers not only to what is often called "computer literacy," that is, people’s functional understanding of what computers are and how they are used, or their basic familiarity with the mechanical skills of keyboarding, storing information, and retrieving it. Rather, technological literacy refers to a complex set of socially and culturally situated values, practices, and skills involved in operating linguistically within the context of electronic environments, including reading, writing, and communicating. The term further refers to the linking of technology and literacy at fundamental levels of conception and social practice. In this context, technological literacy refers to social and cultural contexts for discourse and communication, as well as the social and linguistic products and practices of communication and the ways in which electronic communication environments have become essential parts of our cultural understanding of what it means to be literate.
  • I teach a portion of a team-taught course called Introduction to Writing Arts that is now required for all Writing Arts majors. In groups of 20 students rotate through three four-week modules, each of which is taught by a different faculty member. My module is called Technologies and the Future of Writing. Students are asked to consider the relationships among technology, writing, and the construction of electronic spaces through readings in four main topic areas: origins of internet technologies, writing spaces, ownership and identities, and the future of writing.
  • how can we prepare students for the kinds of social and collaborative writing that Web 2.0 and Web 3.0 technologies will demand in the coming years? How can we encourage students to create environments where they will begin to see new online writing spaces as genres with their own conventions, grammars, and linguistics? How can we help students-future writers-understand that the technologies they use are not value neutral, that they exist within a complex, distributed relationship between humans and machines? And how can that new-found understanding become the basis for skills that students will need as they continue their careers and as lifelong learners?
  • so much of writing is pre-writing-research, cataloguing, organizing, note-taking, and so forth-I chose to consider the latter question by introducing students to contemporary communication tools that can enable more robust activities at the pre-writings stage.
  • I wanted students to begin to see how ideas-their ideas-can and do flow between multiple spaces. More importantly, I wanted them to see how the spaces themselves influenced the flow of ideas and the ideas themselves.
  • The four spaces that I chose create a reflexive flow of ideas. For example, from their RSS feed reader they find a web page that is interesting or will be useful to them in some way. They bookmark the page. They blog about it. The ideas in the blog become the basis for a larger discussion in a formal paper, which they store in their server space (which we were using as a kind of portfolio). In the paper they cite the blog where they first learned of the ideas. The bookmarked page dynamically appears in the social bookmark widget in their RSS reader so they can find it again. The cycle continues, feeding ideas, building information, compounding knowledge in praxis.
    mgaaron

    Top Blockchain Trends for 2024 - What's Shaping the Future of Decentralized Technology - 1 views

    Blockchain technology has come a long way since its inception. Originally known for its association with Bitcoin and other cryptocurrencies, blockchain has evolved into a versatile technology with ...

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    started by mgaaron on 08 Jul 24 no follow-up yet
    appstek

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    shared by appstek on 14 Mar 23 - No Cached
    • appstek on 14 Mar 23
       
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    • robertp885 on 16 Aug 23
       
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    ideamotive

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    shared by ideamotive on 20 Aug 19 - No Cached
    • ideamotive on 20 Aug 19
       
      On the Internet, you can find plenty of information on how to build a 2 sided marketplace. However, before you do that, you need to make some decisions. One of them is about the technology stack. Tech stack is a collection of all technological solutions used to build an application, for example, a digital marketplace. It's smart to make sure that everybody involved in a project are on the same page and share the same knowledge (e.g. about the technology). So, if you can't sleep thinking about how to choose the right technology, here is some advice.
    bloggerent

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    • bloggerent on 26 Sep 18
       
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    Maggie Tsai

    Diigo @ DEMOfall 07 - A True 3D Information App? - 0 views

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    shared by Maggie Tsai on 01 Oct 07 - Cached
    • Diigo @ DEMOfall 07 - A True 3D Information App?
    • Diigo.com announced their re-launch today with an information network unlike any we have seen in  scope or capability. The new Diigo network being unveiled at DEMOfall 07 creates global communities around data, information, interests and knowledge. These new communities engage and connect people around the content they collect and use. Diigo is already one of the most useful bookmarking and research sites on the Web. The integration of Webslides and the power of "writing the Web" makes Diigo perhaps the Web's first truly 3 dimensional tool. I spoke with Diigo Co-Founder Maggie Tsai on Friday about their deep and groundbreaking vison. I covered Webslides a couple of weeks ago, but honestly did not envision the depth or scope of Diigo's potential. Maggie demonstrated the capability of a development nearly as complex and difficult to encapsulate as the semantic search engine's technology. The simple truth of Diigo combined with Webslides is that with continued refinements Diigo could well be the mega site imagined by many for Web 3.0. Diigo Plus Webslides Diigo users can create groups, lists, collaborative forums, do research, annotate or comment on pages and essentially build layers of data and knowledge atop any Web page. The concept of a multi-layered Web is difficult to grasp, but Maggie's team have begun to capture the power of what content-centric (their word my understanding) collaboration can do. "Writing" to the Web via sticky notes, annotations and highlighted elements combined with various collaborative elements is power for more than doing a research project. With the addition of Webslides - essentially an interactive, selective browser/player within a browser - Diigo provides a multifaceted platform for unbelievable collaboration and monetization potential. Diigo also unveiled another crucial element for "directing" data at users with their Webslides embeddable widget. This tool allows users to embed Webslides bookmark or RSS shows inside pages and blogs. These shows can be customized to express any number of topical or thematic blog posts, topical articles, product reviews, real estate offerings or just about anything one can imagine.
    • A Tall Order Diigo is certainly a fantastic individual or collaborative research tool, but inserting a platform like this into what we might call "the hub" (the center of what people do) of the Web has deeper implications. Bookmarking and social networking has seen massive appeal. The idea of wrapping users up in this core of data and knowledge has been touched upon by sites like Wikia, Digg, Stumble Upon, Facebook and many others in the various venues. All of these great sites gather content that is acted on and sometimes enhanced by users, but the data remains rather static or 2 dimensional for the user. Stumbled Upon comes closest to letting users "filter" the Web and its data but even there the great volume of information is lost or scattered with time. Diigo's methodology effectively turns Diigo into a Web within a Web of filtered, searchable and dynamic information.
    • ...1 more annotation...
    • Summary Most of my readers are probably saying: "Phil has tested way too many betas!" Summing some of these developments up is rather like holding water in a net. For once I can defer this task to someone more capable than myself: "Diigo combines the best of social networking, bookmarking, highlighting, and annotating to let people discover, save, and share the information that is important to them personally or professionally," said Wade Ren, CEO of Diigo. "Not only can people find a collective repository of searchable and relevant information, but they can mark-up and save information along the way - all while connecting with like-minded people for future collaboration." Conclusion As Chris Shipley, DEMO's executive producer says: "It would be easy to dismiss Diigo as yet-another social bookmarking tool, but that would be a big mistake." In this instance Chris has not overstated a development's capability. Webslides embedded and noted inside a blog can spotlight any series of posts and topics with "live" pages and advertisements. If we think just slightly outside the box here it is not difficult to imagine video and audio annotation following highlighted text from several pages for an on-the-fly sales pitch or dissertation on any subject. Information, knowledge and interests gathered around people rather than people running to find fragments of data. This is Web 3.0 (if there is such a thing) in the development stages.
    hridi007

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    shared by hridi007 on 31 Oct 20 - No Cached
    • hridi007 on 31 Oct 20
       
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    phasan92

    Bim level 2 - we engineer data for the built environment - 0 views

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    shared by phasan92 on 15 Nov 18 - No Cached
    • phasan92 on 15 Nov 18
       
      The Activeplan team has been developing BIM solutions since the mid 1980s including the processes and technologies (BSLink, Sonata, Reflex) that contributed to the eventual development of Revit© We were founding members of IAI UK (now BuildingSmart) and, unlike most software firms, have always worked to provide inter-operation with other software applications In fact, we believe technology is a minor part of a successful solution and have been very actively involved in research and improvement initiatives focused on reducing risk, waste and improving collaborative working. How have we been innovative? ActivePlan encourages organisations to use their various applications of choice but provides the means for each stakeholder group to provide the corporate database with the required information as a by-product of day to day operations. This means each contributor becomes a stakeholder in the information being reliable and complete because it is informing their day to day reporting. To enable this, we developed an enhanced SQLServer application that includes the spatial data normally held in the CAD or other BIM applications. This addresses the risk of data being held in two places and enables dynamic inter-operation with any other ODBC-compliant database. We support ifc and have created a COBie SQL environment that manages project data, generates COBie drops and allows them to be validated and approved.
    globalshop

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