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Matthew Ragan

Function list : Functions - Google Docs Help - 1 views

docs.google.com/...answer.py

google functions formula spreadsheets data

shared by Matthew Ragan on 15 Mar 11 - No Cached
  • Frequency distribution
  • FREQUENCY(data, classes)
  • FILTER(sourceArray, arrayCondition_1, arrayCondition_2, ..., arrayCondition_30)
  • ...21 more annotations...
  • SORT(data, keyColumn_1, ascOrDesc_1, keyColumn_2, ascOrDesc_2, ..., keyColumn_30, ascOrDesc_30)
  • Cross-workbook referenceImportRange(spreadsheet_key, [sheet!]range)
  • Elements based on criteriaCOUNTIF(range, criteria)
  • RANDBETWEEN (bottom, top)Returns an integer random number between bottom and top (inclusive).
  • ROUND(number, count)Rounds the given number to a certain number of decimal places according to valid mathematical criteria. Count (optional) is the number of the places to which the value is to be rounded. If the count parameter is negative, only the whole number portion is rounded. It is rounded to the place indicated by the count.
  • RAND()Returns a random number between 0 and 1.
  • AVERAGE(number_1, number_2, ... number_30)Returns the average of the arguments. Number_1, number_2, ... number_30 are numerical values or ranges. Text is ignored.
  • CONFIDENCE(alpha, STDEV, size)Returns the (1-alpha) confidence interval for a normal distribution. Alpha is the level of the confidence interval. STDEV is the standard deviation for the total population. Size is the size of the total population.
  • CORREL(data_1, data_2)Returns the correlation coefficient between two data sets. Data_1 is the first data set. Data_2 is the second data set.
  • COUNT(value_1, value_2, ... value_30)Counts how many numbers are in the list of arguments. Text entries are ignored. Value_1, value_2, ... value_30 are values or ranges which are to be counted.
  • COUNTA(value_1, value_2, ... value_30)Counts how many values are in the list of arguments. Text entries are also counted, even when they contain an empty string of length 0. If an argument is an array or reference, empty cells within the array or reference are ignored. value_1, value_2, ... value_30 are up to 30 arguments representing the values to be counted.
  • MAX(number_1, number_2, ... number_30)Returns the maximum value in a list of arguments. Number_1, number_2, ... number_30 are numerical values or ranges.
  • MEDIAN(number_1, number_2, ... number_30)Returns the median of a set of numbers. Number_1, number_2, ... number_30 are values or ranges, which represent a sample. Each number can also be replaced by a reference.
  • MIN(number_1, number_2, ... number_30)Returns the minimum value in a list of arguments. Number_1, number_2, ... number_30 are numerical values or ranges.
  • MODE(number_1, number_2, ... number_30)Returns the most common value in a data set. Number_1, number_2, ... number_30 are numerical values or ranges. If several values have the same frequency, it returns the smallest value. An error occurs when a value does not appear twice.
  • PERCENTILE(data, alpha)Returns the alpha-percentile of data values in an array. Data is the array of data. Alpha is the percentage of the scale between 0 and 1.
  • QUARTILE(data, type)Returns the quartile of a data set. Data is the array of data in the sample. Type is the type of quartile. (0 = Min, 1 = 25%, 2 = 50% (Median), 3 = 75% and 4 = Max.)
  • RANK(value, data, type)Returns the rank of the given Value in a sample. Data is the array or range of data in the sample. Type (optional) is the sequence order, either ascending (0) or descending (1).
  • STDEV(number_1, number_2, ... number_30)Estimates the standard deviation based on a sample. Number_1, number_2, ... number_30 are numerical values or ranges representing a sample based on an entire population.
  • STDEVP(number_1, number_2, ... number_30) Calculates the standard deviation based on the entire population. Number_1, number_2, ... number_30 are numerical values or ranges representing a sample based on an entire population.
  • Combines text stringsCONCATENATE(text_1, text_2, ..., text_30)Combines several text strings into one string. Text_1, text_2, ... text_30 are text passages that are to be combined into one string.
  • Matthew Ragan on 15 Mar 11
     
    Google Spreadsheets Formula Help
Jenny Darrow

ccMixter - Yea, But Is It Legal? - 0 views

ccmixter.org/about

ccMixter creative-commons music mashup

shared by Jenny Darrow on 25 Sep 10 - Cached
  • Jenny Darrow on 25 Sep 10
     
    his is a community music remixing site featuring remixes and samples licensed under Creative Commons licenses. Music on this site is licensed under a Creative Commons license. You are free to download and sample from music on this site and share the results with anyone, anywhere, anytime. Some songs might have certain restrictions, depending on their specific licenses. Each submission is marked clearly with the license that applies to it. Sometimes, however, a contributor might accidentally upload copyrighted materials he or she doesn't have permission for. If you know of such a case or are the copyright holder of something posted here without your permission or a Creative Commons license, please let us know.
Matthew Ragan

200 Students Admit To 'Cheating' On Exam... But Bigger Question Is If It Was Really Che... - 0 views

www.techdirt.com/...uestion-is-if-it-was-really-ch

shared by Matthew Ragan on 23 Nov 10 - No Cached
  • Now, there's a pretty good chance that some of the students probably knew that Quinn was a lazy professor, who just used testbank questions, rather than writing his own. That's the kind of information that tends to get around. But it's still not clear that using testbank questions to study is really an ethical lapse. Taking sample tests is a good way to practice for an exam and to learn the subject matter. And while those 200 students "confessed," it seems like they did so mainly to avoid getting kicked out of school -- not because they really feel they did anything wrong -- and I might have to agree with them. We've seen plenty of stories over the years about professors trying to keep up with modern technology -- and I recognize that it's difficult to keep creating new exams for classes. But in this case, it looks like Prof. Quinn barely created anything at all. He just pulled questions from a source that the students had access to as well and copied them verbatim. It would seem that, even if you think the students did wrong here, the Professor was equally negligent. Will he have to sit through an ethics class too?
  • The answer to that first one surprised me. The "cheating" was that students got their hands on the textbook publisher's "testbank" of questions. Many publishers have a testbank that professors can use as sample test questions. But watching Quinn's video, it became clear that in accusing his students of "cheating" he was really admitting that he wasn't actually writing his own tests, but merely pulling questions from a testbank. That struck me as odd -- and I wasn't really sure that what the students did should count as cheating. Taking "sample tests" is a very good way to learn material, and going through a testbank is a good way to practice "sample" questions. It seemed like the bigger issue wasn't what the students did... but what the professor did.
Judy Brophy

Visit a Course - 0 views

herkimer.sln.suny.edu/...default.asp

online sample blackboard

shared by Judy Brophy on 14 Feb 11 - No Cached
  • Judy Brophy on 14 Feb 11
     
    sample online course from SUNY Herkimer
Jenny Darrow

Web 2.0/Mobile AUP Guide - winner for '11 Downes award - 0 views

www.cosn.org/Default.aspx

aup web2.0 stephen-downes

shared by Jenny Darrow on 03 Jan 12 - No Cached
  • Jenny Darrow on 03 Jan 12
     
    The Consortium for School Networking has posted a web 2.0 and mobile acceptable use policy (AUP) guide (PDF download). Though brief, the resource outlines AUP policy formation and, most significantly, lists relevant laws for a couple dozen U.S. states. The guide also links to sample policies and additional resources.
Jenny Darrow

Welcome/Home: Home: Dr. George Hillman's Portfolio - 0 views

online.dts.edu/...Home

canvas-eportfolio

shared by Jenny Darrow on 10 Apr 15 - No Cached
  • Jenny Darrow on 10 Apr 15
     
    Dr. George Hillman sample Canvas eportfolio
Jenny Darrow

You are now entering the Jungle of Analytical Exposition: Introduction: An Existential ... - 0 views

canvas.uw.edu/12029

canvas-eportfolio

shared by Jenny Darrow on 10 Apr 15 - No Cached
  • Jenny Darrow on 10 Apr 15
     
    UW student sample eportfolio
Jenny Darrow

Introduction-Let's go diving!!: Home: Deep, Deeper and the Deepest! - 0 views

canvas.uw.edu/12907

canvas-eportfolio

shared by Jenny Darrow on 10 Apr 15 - No Cached
  • Jenny Darrow on 10 Apr 15
     
    sample UW student eportflio
Matthew Ragan

Video Toolbox - advanced online video editor - 1 views

videotoolbox.com

toolbox editor editing advanced tools video web #R CELT

shared by Matthew Ragan on 28 May 10 - Cached
  • Matthew Ragan on 28 May 10
     
    It's FREE! Processing videos with filesize up to 300 MB Analyse video files and provide in-depth information such as video codec, bitrate, resolution, frame rate... Video converter supporting all well known file formats (3GP, AMV, ASF, AVI, FLV, MKV, MOV, M4V, MP4, MPEG, MPG, RM, VOB, WMV). - Simple mode: select output video format only - Advanced mode: wider range of settings available video settings: video codec, resolution, bitrate , framerate audio settings: audio codec, bitrate, sampling rate, channels Add watermark text to a video file Cut video by setting new start and end time Crop video with just few clicks Merge several video files into a single one Demux video files (extract audio, video or subtitles from a file) Record video from a webcam or any other available input device Take video snapshots (make video thumbnails) Add (hard-coded) subitles to a video file Download flash videos from more than 20 video sharing sites
Judy Brophy

Blackboard Learn Release 9 and the Digital Dropbox - Academic Suite Knowledgebase - Con... - 0 views

kb.blackboard.com/...ease+9+and+the+Digital+Dropbox

blackboard9.1 dropbox

shared by Judy Brophy on 24 Jun 10 - No Cached
  • Judy Brophy on 24 Jun 10
     
    "Retrieving legacy files As the old dropbox knew no separation of files by assignment (one of its major limitations), it was not possible to move these files into assignments during the upgrade, and there is no storage area facility available into which they could have been moved, so they are not directly accessible within the application after an upgrade or in courses restored from earlier versions. The old dropbox code used Perl, which has been completely removed from the web application in release 9, so the dropbox cannot be accessed anymore to retrieve the legacy files. A rudimentary Java-based interface is being provided to enable each user individually to download any legacy files they may wish to retrieve. These files can then be submitted in newly created assignments as desired or stored in one's Virtual Hard Drive inside the Blackboard Content System, if that is licensed by the institution and enabled by the system administrator. Unfortunately this interface is not exposed via any link in the application. System administrators or helpdesk staff can however make available such a link to their users, either assisting them with file retrieval on an individual basis or by publishing the download link to their users, e.g. in a system announcement. Community Engagement license holders may also wish to add an HTML portal module with this link, thus simplifying the download process, or add it as external link to the tool panel (in the portal menu column). The location of this interface (relative to your server root) is: /webapps/blackboard/execute/ddb It is important to note that this is not a file system location. You actually have to access the URL via a web browser! Sample HTML for a portal module named something like "Digital Dropbox Download": Download your digital dropbox files here When a user accesses this link, he will either see a message that no files were found for him, or a list of courses in w
Jenny Darrow

woices.com - location based audioguides - 0 views

woices.com

voices language

shared by Jenny Darrow on 23 Sep 10 - Cached
  • Matthew Ragan on 23 Sep 10
     
    Listen, create and share FREE geolocalized audioguides.
  • Jenny Darrow on 11 Aug 11
     
    Via Judy "I just ran across a website that is a really exciting tool for anyone reflecting on their foreign travel or interested in practicing their foreign language.Woices  www.woices.com is a website that gives you the ability to create free geolocalized audioguides. Sample guides are:* a walk in Valencia http://woices.com/walk/33 in Spanish * a walk in London London http://woices.com/walk/13 in English. Students could create their own tours of places they have been. Woices walks you through the process and provides the map, a place to upload your own photos and the ability to record 10 minutes of audio at each stop. When you're done you can embed the production in any web page and download the audio file.It creates a very nice product and one that others would want to listen to and learn from.If you know someone not listed here who you think might enjoy this, please pass it on."
Jenny Darrow

Copyright Criminals - ITVS - 0 views

www.itvs.org/...copyright-criminals

copyright itvs jenny celt

shared by Jenny Darrow on 02 Sep 10 - Cached
  • Jenny Darrow on 02 Sep 10
     
    Explore the origins of sampling culture in hip-hop music, copyright law, creativity, and technological change through curriculum and supporting film modules from the dynamic documentary Copyright Criminals. The film explores how hip-hop rose from the streets of New York to become a multibillion-dollar industry, and what happened when record company lawyers got involved and everything changed. Students will develop not only a deeper historical understanding of "remix" culture, but also contemplate where it is headed. Featured artists include Public Enemy, De La Soul, and George Clinton, as well as several prominent entertainment lawyers and media scholars.
Judy Brophy

EDEL 3250 - 0 views

sites.google.com/...edel3250uvu

googlesites course lms

shared by Judy Brophy on 26 Oct 10 - No Cached
  • Judy Brophy on 26 Oct 10
     
    sample Education course using Google sites 
Judy Brophy

EDEL 2200 - 0 views

sites.google.com/...edel2200uvu

googlesites course lms

shared by Judy Brophy on 26 Oct 10 - No Cached
  • Judy Brophy on 26 Oct 10
     
    Sample of Education professor using google site for course LMS
Judy Brophy

Google Sites as a Course Hub - TETC - 0 views

wikilearn.uvu.edu/...Google_Sites_as_a_Course_Hub

googlesites courses

shared by Judy Brophy on 22 Oct 10 - No Cached
  • Judy Brophy on 22 Oct 10
     
    a sample google site set up to be an LMS replacement
Judy Brophy

Tabblo - 0 views

www.tabblo.com/studio

digitalstorytelling tools photos

shared by Judy Brophy on 14 Dec 10 - Cached
  • Judy Brophy on 14 Dec 10
     
    Tabblo is a community of people passionate about rich content-creation tools for turning their photos and words into shareable online stories. sample at http://www.tabblo.com/studio/stories/view/281512/
Jenny Darrow

Open University research explodes myth of 'digital native' - 0 views

agent4change.net/...des-myth-of-digital-naive.html

digitalnative

shared by Jenny Darrow on 22 Aug 11 - No Cached
  • So, the University’s Institute of Educational Technology set about the task by putting together an age-stratified, gender-balanced cohort of 7,000 students aged between 21 and 100 . There were 2,000 between ages 60 and 69, 1,000 aged 70 and over, and, for comparison, four groups, 1,000 in each, from students respectively in their twenties, thirties, forties and fifties. All were surveyed by detailed and carefully constructed questionnaires.
  • Research, in fact, is called for, and who better to undertake it than the Open University? After all, you can enrol as a student at the Open University at any adult age, with no upper limit. 
    • Jenny Darrow
      Jenny Darrow on 22 Aug 11
       
      Survey was conducted by students enrolled in an online program in which the sample was already heavily immersed with tech regardless of native-immigrant tag. 
  • Jenny Darrow on 22 Aug 11
     
    A new research project by the Open University explores the much-debated concept of "the digital native". The university does this by making full use of the rich resource which is its own highly diverse student body. It concludes that while there are clear differences between older people and younger in their use of technology, there's no evidence of a clear break between two separate populations.
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