Skip to main content

Home/ Classroom 2.0/ Group items tagged class participation

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Om Yoga Ashram

6 Days Yoga Retreats Mclo Dharamshala India - 0 views

yoga dharamshala retreats yogaretreat yogaretreats retreatyoga yttc yogalife yogaeverywere yogachallenge

shared by Om Yoga Ashram on 30 Nov 20 - No Cached
  • Om Yoga Ashram on 30 Nov 20
     
    Daily 2 Yoga Classes Daily 2 Meditation Classes Clean, comfortable room (hot water / bathroom / Western toilet / sheets / pillows / blankets) double or single occupancy (Sharing) in Yoga Retreat Ashram Dharamsala 3 healthy and delicious vegetarian meals per day Unlimited purified water Participation in regular ashram classes and fire pujas Use of a yoga hall Participation in evening programs ( Aarati/music/kirtan ) Access to ashram library Free Wi-Fi internet laundering access (Self) 6 Night's Accommodation Open Roof Top Beautiful View From Balcony Learn Music Instrument Hot Drinks ( Indian Chai, Ginger, Lemon, Tulsi & Black Tea) Trekking- Triund, Galu Mata, River, Guna Mata, Sunset point, Naddi, Forest By Car- Norbulingka Institute, Tapowan, Karmapa Temple, Museum, Kangra Fort, Tea Garden, Stadium Sightseeing- Dalai Lama Temple, Mcleodganj Market, Church, Bhagsu Waterfall, Dal Lake, Dharamkot Classes- Yoga philosophy, Anatomy, Chakra Study, Mantra
Duane Sharrock

Bringing the world to innovation - MIT News Office - 0 views

www.mit.edu/...-inside-d-lab-at-mit-1108.html

Time Magazine 100 most influential people innovation mit world global solutions TED founder Amy Smith Time influential people

shared by Duane Sharrock on 09 Nov 12 - No Cached
  • mentions: a popular TED talk Smith gave in 2006 and Time magazine’s
  • D-Lab, the project aimed to develop creative solutions to problems facing people in the world’s least-affluent countries — and then hoped those residents would embrace the solutions.
  • Awareness of D-Lab has grown in recent years, thanks in part to some prominent mentions: a popular TED talk Smith gave in 2006 and Time magazine’s selection of her in 2010 as one of the world’s 100 most influential people.
  • ...5 more annotations...
  • The program now employs about 20 people and encompasses 16 courses that reach about 400 students each year. Even though D-Lab does little to publicize its activities, staffers are increasingly hearing that this program was a major reason why participating students chose to attend MIT.
  • thanks to a major new U.S. Agency for International Development (USAID) grant to D-Lab and MIT’s Department of Urban Studies and Planning, D-Lab’s instructors and researchers will implement this strategy even more broadly — providing greater continuity to projects around the world, says D-Lab founder Amy Smith, a senior lecturer in MIT’s Department of Mechanical Engineering.
  • with the new USAID support, “we can harness the alumni of IDDS as a kind of an extremely diverse and dispersed design consultancy,”
  • While some students have already managed to turn class projects into ongoing organizations — building better water filters in Africa, bicycle-powered washing machines in Latin America, and wheelchairs in India, for instance — the new funding should enable more such activities, Smith says, by “incubating ventures and training entrepreneurs.”
  • The emphasis has shifted,” Grau Serrat says, “more from designing for poor people to designing with poor people, or even design by poor people.”
  • Duane Sharrock on 09 Nov 12
     
    Another reason some students are applying to MIT. Undergrads are making a difference globally. "the innovative MIT classes and field trips known collectively as D-Lab, the project aimed to develop creative solutions to problems facing people in the world's least-affluent countries - and then hoped those residents would embrace the solutions." "The program now employs about 20 people and encompasses 16 courses that reach about 400 students each year. Even though D-Lab does little to publicize its activities, staffers are increasingly hearing that this program was a major reason why participating students chose to attend MIT." "All of D-Lab's classes assess the needs of people in less-privileged communities around the world, examining innovations in technology, education or communications that might address those needs. The classes then seek ways to spread word of these solutions - and in some cases, to spur the creation of organizations to help disseminate them. Specific projects have focused on improved wheelchairs and prosthetics; water and sanitation systems; and recycling waste to produce useful products, including charcoal fuel made from agricultural waste."
  • Duane Sharrock on 09 Nov 12
     
    "All of D-Lab's classes assess the needs of people in less-privileged communities around the world, examining innovations in technology, education or communications that might address those needs. The classes then seek ways to spread word of these solutions - and in some cases, to spur the creation of organizations to help disseminate them. Specific projects have focused on improved wheelchairs and prosthetics; water and sanitation systems; and recycling waste to produce useful products, including charcoal fuel made from agricultural waste."
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
intermixed intermixed

Longchamp Pliage 1623 Pas Cher Afin - 0 views

Les psychologues ont ensuite séparé les participants en deux groupes. La première moitié des sujets ont joué 3 minutes à Tetris alors que la seconde ont attendu patiemment pendant tout ce temps que...

Longchamp Sac Planètes Pas Cher Pliage 1623 Arbre De Vie

started by intermixed intermixed on 26 Feb 14 no follow-up yet
Maggie Verster

Educational Frontiers: Learning in a Virtual World - 0 views

www.educause.edu/...163163

virtuallearning school2.0

shared by Maggie Verster on 01 Jun 09 - Cached
  • Maggie Verster on 01 Jun 09
     
    Virtual worlds are engaging, stimulating spaces where students can meet online for normal class activities, including lectures, discussions, case studies, projects, papers, exams, and labs. Classes are a mix of synchronous and asynchronous activity. A virtual world class differs from a traditional course management system, such as Blackboard or Moodle, due to the three-dimensional (3D) graphical setting, the use of avatars to represent the class participants, and the sense of presence that puts the learner within the scene.
Dennis OConnor

Views: Lessons of a Summer Teaching Online - Inside Higher Ed - 0 views

www.insidehighered.com/...overman

e-learning

shared by Dennis OConnor on 28 Jul 09 - Cached
  • As I faithfully attended the monthly training meetings for Just in Time Technology (ex: how to use Skype) and for Course Design (ex: what is the conversion of 14 weeks pacing into a 30 day class), it began to dawn on me that I had underestimated the time and preparation required for my online course.
  • Reducing the amount of content does not mean reducing rigor for students or work for me. Like many others who have never taught online, I had entered this experience thinking that online courses were a little bit “fluffy.” I have a newfound respect for my fellow online professors.
  • Although I am a relative novice in the teaching arena, I appreciated the chance to revive my teaching mojo. I was forced to be creative about how to present course material and ensure that my students had a solid understanding of the information. I also realized I needed to revise my opinion of online teaching and those who participate in it. I now know that online courses are not a pale and lifeless version of traditional courses or worse, a “pay for an A” scam in which everyone teaches him/herself and everyone gets a good grade. Online courses can be distinctive and worthwhile ways of teaching in their own right. Amy Overman is assistant professor of psychology at Elon University.
  • Dennis OConnor on 28 Jul 09
     
    Reviewed by Nancy Chapko: n her article, Lessons of a Summer Teaching Online, Dr. Amy Overman describes how she revived her "teaching mojo" as a novice online instructor. An assistant professor of psychology at Elon University in North Carolina, Dr. Overman describes her personal experience as a first-time online instructor. Written for instructors who may have doubts about online teaching and learning as she did, her account is both thoughtful and humorous. Dr. Overman describes her decision to teach an online class and her preparation for the experience. She relates her somewhat unexpected positive experience facilitating the class. She offers comparisons between her face-to-face and online teaching experiences and draws some insightful conclusions. Among them is the realization that reducing the amount of content does not reduce the rigor of the course and online classes take a lot of time, but they're worth it. Whether you're a committed veteran of online teaching, or you are at the initial stage of considering its merits, you will find Dr. Overman's article perceptive and thought-provoking. As she states, "… online courses are not a pale and lifeless version of traditional courses."
sophiya miller

Tailored Solutions for Academic Triumph: The World of Finance Assignment Help - 2 views

Embarking on the adventure of enrolling in an online finance course brings a mix of excitement and challenges. The ever-expanding digital landscape not only provides diverse learning opportunities ...

education college university takemyclasscourse student

started by sophiya miller on 05 Dec 23 no follow-up yet
sophiya miller

Navigating the Biological Realm: A Dive into the Advantages of Our Online Biology Courses! - 2 views

Are you ready to embark on a journey of academic excellence in the world of biology? There are some situations which make the students think who will take my online biology class to complete my pr...

college student university education takemyclasscourse

started by sophiya miller on 12 Dec 23 no follow-up yet
Jeff Johnson

The Webcast Academy | Collaborative Learning Community for Webcasters - 0 views

www.webcastacademy.net

webcast podcasting web2.0 classroom classroom2.0 webcasting collaboration tutorials podcast edtech

shared by Jeff Johnson on 28 Jun 08 - Cached
  • Class of 3.1 Now getting underway Interested in participating? Register  at Webcastacademy.net and introduce yourself here Then, head over to our Moodle at Webcastacademy.com to enroll in Webcasting 101
  • Brenda Muench on 28 Jun 08
     
    Learn how to webcast!
  • Brenda Muench on 28 Jun 08
     
    I need to try this
  • Jeff Johnson on 25 Jan 09
     
    The Webcast Academy  is a hands on, collaborative training center for people interested in learning how to produce and host live, interactive webcasts. We are currently between sessions, but if you're interested in participating in the future, you can register,  introduce yourself here , & Take the first steps   We are currently in the middle of a site upgrade, so things may not work or look quite right for a little while.
Dennis OConnor

FAQ Information Literacy Online Classes - 0 views

21cif.com/...mation-literacy-class-faq.html

21cif.com faq online classes moodle information fluency informationliteracy

shared by Dennis OConnor on 06 Feb 09 - Cached
  • How many hours a week will this take? Courses take about 5 hours per week. (You can certainly spend more time if you wish.) Will I be working alone or with a group? You'll be working with an online teacher who monitors the course on a daily basis. Our classes are fully moderated. That means you're working with a facilitator and other members of the class to learn together. You'll be able to get help, ask questions, and learn from both the facilitator and other participants.
  • Can I preview the courses? Yes, follow the link below to our Moodle online learning system . When prompted, login as a guest. This allows you to see an outline version of the courses without enrolling.
  • Do you have free materials? Yes, almost all of our materials are free online at 21cif.com. You'll find many years of research based curriculum materials on our site. We support our research project by offering online classes, conference presentations, and custom online programming for educational and corporate clients.
  • Dennis OConnor on 06 Feb 09
     
    Frequently asked questions about Information Fluency / Information literacy moodle based online classes.
sophiya miller

Overcoming Challenges in Virtual Learning: A Student's Perspective - 4 views

In the rapidly evolving landscape of education, virtual learning has become a cornerstone for students pursuing various courses. As technology advances, online classes offer unparalleled flexibilit...

takemyclasscourse college university student education

started by sophiya miller on 06 Dec 23 no follow-up yet
intermixed intermixed

Ensemble EA7 Il doit franchir - 0 views

En élisant tous ces détenus, les Palestiniens qui se noient ont voulu pousser un cri de désespoir.»Agé de 66 ans, professeur de sciences et de mathématiques à la retraite, diplômé en études religie...

Ensemble EA7 femme rouge et blanc

started by intermixed intermixed on 23 May 14 no follow-up yet
Paul Beaufait

obervation_schedule_king_the_cops.pdf - 5 views

www.drronmartinez.com/...ion_schedule_king_the_cops.pdf

activities class participation classroom-based enquiry observations participation research speaking teaching

shared by Paul Beaufait on 24 Jan 19 - No Cached
  • Paul Beaufait on 24 Jan 19
     
    Classroom Oral Participation Scheme (COPS)
sophiya miller

Unveiling the Legitimacy of TakeMyClassCourse: Your Ultimate Guide to Online Chemistry ... - 1 views

In the fast-paced world of academia, students often find themselves juggling multiple commitments, leaving little time for comprehensive studies. https://www.takemyclasscourse.com/take-my-online-ch...

#takemyclasscourse #college #university #education #student

started by sophiya miller on 08 Jan 24 no follow-up yet
Judy Robison

eduwikius » Moodle - 1 views

eduwikius.wikispaces.com/Moodle

Moodle web2.0

shared by Judy Robison on 16 Dec 08 - No Cached
  • Judy Robison on 16 Dec 08
     
    Introduction to using Moodle with your classes Use MOODLE as a tool for enhancing your regular classroom. Blogs, Wikis, Class Discussions, Group Projects, and Multimedia: Everything web 2.0 has to offer rolled into one convenient and secure location for your classroom. Use MOODLE for optimizing student participation, achievement, and interest.
Maggie Verster

One teachers Edmodo experience with a student - 0 views

www.edmodo.com/...modo-experience-with-a-student

microblogging school2.0 case edmodo

shared by Maggie Verster on 17 Aug 09 - Cached
  • Maggie Verster on 17 Aug 09
     
    This is an example of how social media can change children's participation in class. A very well written teacher's reflection of a difficult student's engagement in her class as a result of using social media
intermixed intermixed

sac longchamp pliage soldes pas cher ..)La - 0 views

Le chef du gouvernement irakien fait écho à des accusations déjà formulées par la Russie. Il y a six jours, le ministère russe de la Défense a déclaré même détenir la preuve de transactions financi...

sac pliage longchamp pas cher soldes

started by intermixed intermixed on 08 Dec 15 no follow-up yet
J Black

Transitioning to Web 2.0: More thoughts on Twitter, Personality Types and Efficiency - 0 views

web20intheclassroom.blogspot.com/...ts-on-twitter-personality.html

twitter

shared by J Black on 14 Feb 09 - Cached
  • But, I don't think Image via WikipediaI missed the point of Twitter at all. It's quite the opposite. I'm constantly trying new Web 2.0 tools. Many do what they are supposed to do -- just like ordinary tools in your toolbox. But time and efficiency matter. Where I'm at right now in my professional life, I need a power washer not a putty knife/paint scraper. Both do what they are intended to do, but one gets results much more efficiently. Blog commenting, Nings, webinar participation, and back channel commenting are, to me, PLN power washers.
  • J Black on 14 Feb 09
     
    But, I don't think I missed the point of Twitter at all. It's quite the opposite. I'm constantly trying new Web 2.0 tools. Many do what they are supposed to do -- just like ordinary tools in your toolbox. But time and efficiency matter. Where I'm at right now in my professional life, I need a power washer not a putty knife/paint scraper. Both do what they are intended to do, but one gets results much more efficiently. Blog commenting, Nings, webinar participation, and back channel commenting are, to me, PLN power washers.
Jorge De La Garza

VoiceThreads Integration participation help... - 50 views

Evening! Lead: Looking for Educators to participate in Voicethread site on Wednesday evening. I'm currently a grad student at the University of Houston Clear Lake working on my Master of Instruc...

Voicethread moodle

started by Jorge De La Garza on 18 Nov 08 no follow-up yet
Fatima Anwar

Best Practices In Online Courses In Higher Education Study - 0 views

schoolcolleged2l.blogspot.com/...urses-in-higher-education.html

best practices higher education

shared by Fatima Anwar on 17 Mar 14 - No Cached
  • Fatima Anwar on 17 Mar 14
     
    Article about best practices in online courses in higher education study methods may be organized into 3 major elements of the educational process
1 - 20 of 55 Next › Last »
Showing 20▼ items per page