Group items matching

in title, tags, annotations or url

CIT used to have an e-Portfolio service that did not have a high take up rate. There are several reasons for this that I can think of: It was provided under the build it and they will come model. I believe not enough was done to convince students and teaching staff about the benefits of building e-Portfolios. Consequently, no one was willing to integrate this into their course, as part of reflective learning. Keeping an e-Portfolio was seen as extra work, which neither students nor staff were keen on. Perhaps the software itself was not very conducive to building e-Portfolios. One key area with users seem to be that the e-Portfolio should have a customisable design and layout (at least on its public face). Our system was not flexible in that aspect. In fact, in the latter years, the option to publish the e-Portfolio was taken away entirely. The e-Portfolio service was a walled garden. It wasn’t easy to bring in digital artefacts, which may have resided on other public services, nor was it easy to repurpose that information into useful formats – personal reference, actual resume, showcase of work. No one figured how students would access the e-Portfolios after they graduated as it was all based on our single sign-on system.

Facebook is not banned from the classroom. Facebook pages or groups established for classroom use are allowed — as is most other social media. However, teachers are strictly forbidden to communicate with students through any personal means, such as private instant messages or through personal Facebook profiles. According to the advisory, teachers must decline student-initiated friend requests, and never initiate a friend request with a student. The college asserts that when a teacher and a student become friends in an online environment, the dynamic between them is forever changed. An invisible line between professional and personal is crossed, which can lead to strictly forbidden informal conversations.

The site enables users to create questionnaires and then get the recipients of the questionnaire to leave video recorded answers.

How to use Intervue.me with studentsCreate comprehension check questions to go with reading homework so that students also do some speaking for homework.Create opinion polls for students to answer.Make action research questionnairesPlay the alibi game and get students to explain where they were and what they were doing at particular points in time.Ask students about childhood memories.

StudyBlue is your online home to store lecture notes and make flashcards, with efficient tools that help focus your studying where you need it most, making your review sessions more efficient.With StudyBlue, all of your study materials are accessible whenever and wherever you choose to study – so study online and on your phone for effective, productive learning. Free.

And cruising Google Docs via the mobile browser has long been fine! But nothing beats a dedicated app—which is now an option for Android users.

In an interview with Yahoo! Singapore, 34-year-old Physics teacher Daryl Ang claimed that the Angry Birds game, if used in the right way, has legitimate educational value. "There are several laws Physics students can learn from the Angry Birds game, and they include mass, velocity, projectile motion, gravity, and Newton's laws," the technologically-savvy educator said.

So can computers actually help improve our concentration and contemplation, instead of leading us into distraction? The problem, as Pang puts it, is that "Technologies that were supposed to help us think better, work more efficiently, and connect more meaningfully with others now interrupt us, divide our attention, and stretch us thin."

In the paper he outlines give principles of contemplative computing; Build awareness through DIY and self-experimentation Recognize that we are cyborgs, and humans Create rewarding challenges Support mind-wandering Treat flow as a means, not an end

Pang suggests that we don't have to choose between information technology and contemplation, and suggests contemplative computing as a new way forward. He describes contemplative computing as something you do, not a product. But the principles of contemplative computing could be extending to application design. "The problem is that today's information technologies are often poorly-designed and thoughtlessly used: they're like unreliable prosthetics that we have to depend on, but can't quite control or trust," Pang says.

Easily incorporate Google Apps into your curriculum with these classroom-ready lesson plans.

Named Apple's iPad App of the Year and one of TIME's top 50 innovations of 2010, Flipboard is a fast, beautiful way to flip through the news, photos, videos, and updates your friends are sharing on Facebook, Twitter, Google Reader, Flickr, and Instagram. See your social media in a magazine layout that is easy to scan and fun to read.

Share articles and photos, comment on posts, and like or favorite anything. Customize your Flipboard with sections created from your favorite news, people, blogs, and topics.

Reviews:- "Flipboard is a fantastic iPad app that makes everything you read on the Web better than it is by itself. I can't recommend it highly enough." Macworld- "Flipboard offers iPad users an entirely original alternative to browsing the Web for news; its magazine-style layouts and breathtaking use of photos and white space show the way forward for digital media." PCMag.com- "Flipping for Flipboard: The brilliant iPad app that has changed the way I read the news." SLATE- "Flipboard begins to imagine an entirely new way of accessing the social Web." New York Times- "Stop. Put down this computer, go pick up your iPad and come back here. Now go get this app: Flipboard. Why? It's pretty awesome." Wired.com- "I am thoroughly impressed from our first run with Flipboard. It is simply gorgeous and a pleasure to browse." Mashable - "Flipboard turns Facebook updates, tweets into digital magazine" USA Today

uploaded

substantial works1

i) Periodicals – not more than 1 article from the same periodical publication unless it relates to the subject matter; ii) Published works – 10% or 1 chapter of a chaptered work, 10% of pages of a non-chaptered work and 10% of total bytes of an electronic edition of a work