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Hare Marke

Buy Yelp Reviews - 100% Real, Permanent, Reviews - 0 views

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shared by Hare Marke on 10 Aug 23 - No Cached
  • nathanielcowan54 on 10 Aug 23
     
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  • Hare Marke on 30 Dec 23
     
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  • marciabeard on 30 Dec 23
     
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  • Hare Marke on 18 Apr 24
     
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David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
  • ...15 more annotations...
  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  • David McGavock on 28 Aug 10
     
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
mahadi hasan

8 Practical Methods for Job Analysis | HRMC Matrix - 0 views

hrmcmatrix.com/tical-methods-for-job-analysis

Methods for Job Analysis

shared by mahadi hasan on 13 Oct 20 - No Cached
  • mahadi hasan on 13 Oct 20
     
    Methods for job analysis or how to do a job analysis may be the common asking question related to HR. Job analysis helps organization to identify the basic requirement of any position. There are many methods or ways to conduct an effective job analysis. Practical Methods for Job Analysis Observation Method This is the only direct method from where a HR professional or job analyst can collect job related information practically. Thus, information of this source is very trustworthy. This was the first job analysis methods used by I-O psychologists. The process involves simply watching what an employee does or does not for the specific period. During observation, HR professional or job analyst some time ask question to gather required information. Interview Method Interview is methods for job analysis where structured questionnaire used by the HR professional or job analyst. Organization conduct this "interview" job analysis methods using structured interview method or unstructured interview method. In structural interview process, questionnaire is similar for every employee, even due to change of interviewer. On the other hand, interview process may be different due to the change of interviewer. Job Interview Methods Critical Incidents Technique Critical Incident Technique (CIT) is a flexible method for job analysis comprises with set of procedures and used for collecting direct observations of human behaviors related to any specific job. The critical incident technique of job analysis asks supervisors to identify critical aspects of human behavior for a particular job that lead to success or failure. This method of job analysis helps to identify the critical incident or aspects of a job. Questionnaires and Surveys Method Some expert incumbents conduct questionnaires or surveys as methods for job analysis. These questionnaires include task statements to identify the form of worker behaviors. Information gathered from questionnaires or surveys can
Scott Kinkoph

JumpRope | Standards Based Grading - 0 views

www.jumpro.pe

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shared by Scott Kinkoph on 16 Oct 12 - No Cached
  • Scott Kinkoph on 16 Oct 12
     
    Make grades irrelevant with standards based grading.
Paul Beaufait

Project Based Teaching Rubric | Project Based Learning | BIE - 31 views

bie.org/...project_based_teaching_rubric

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shared by Paul Beaufait on 10 Jun 16 - No Cached
  • Paul Beaufait on 10 Jun 16
     
    This [Buck Institute for Education] rubric describes beginning, developing, and Gold Standard levels for Project Based Teaching Practices for K-12 teachers" (What is it? ¶1, 2016.06.10).
Maggie Verster

21 Things for the 21st Century Educator - a course for teachers - 0 views

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shared by Maggie Verster on 08 Jun 09 - Cached
  • Maggie Verster on 08 Jun 09
     
    The purpose of this course is to provide "Just in Time" training through an online interface for K-12 educators based on the National Educational Technology Standards for Teachers (NETS-T). These standards are the basic technology skills every educator should possess. In the process, educators will develop their own skills and discover what students need in order to meet the NETS for Students, as well as the new MMC Online Experience requirement. Participants who fulfill all of the requirements have the opportunity to earn SBCEU's. To learn more about the session, look under the tab "The 21 Things". We hope you take advantage of this unique opportunity.
Kerry J

K to the 8th Power Technology Literacy Assessment for US Grades 6-8 - 21 views

www.kto8.com/point_1a.php

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shared by Kerry J on 10 Mar 10 - Cached
  • Kerry J on 10 Mar 10
     
    The K to the 8th Power Technology Literacy Assessment assists the teacher and lab director in determining each student's level of technology literacy. The assessment measures each student's technology literacy based on the National Educational Technology Standards for Students (NETS*S) for Grades 6-8. The assessment has four sections of twenty-five (25) questions. Each section is correlated to one or more of the six NETS*S standards. The test results indicate the student's level of technology literacy and recommends specific lessons to address deficiencies. Recommended lessons can be assigned to individual students or groups of students. 
Mike McIlveen

21centuryedtech - home - 0 views

21centuryedtech.wikispaces.com

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shared by Mike McIlveen on 17 Nov 09 - Cached
  • First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education.
    • Mike McIlveen
      Mike McIlveen on 17 Nov 09
       
      Trust, respect, responsibility - putting Character Ed. into practice, with admin. support - that's a new paradigm in my district.
  • Mike McIlveen on 17 Nov 09
     
    New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education
Hare Marke

Buy Glassdoor Reviews - 100% Non-Drop,Safe, Permanent, Cheap ... - 0 views

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shared by Hare Marke on 10 Aug 23 - No Cached
  • nathanielcowan54 on 10 Aug 23
     
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  • wallaceclient56 on 20 Aug 23
     
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  • Hare Marke on 30 Dec 23
     
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  • Hare Marke on 18 Apr 24
     
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Judy Robison

Interactive Websites - 0 views

jc-schools.net/...interactive.htm

web2.0

shared by Judy Robison on 27 May 09 - Cached
  • Judy Robison on 27 May 09
     
    Interactive Websites provide standards-based cross curricular web resources designed to enhance online learning opportunities. These sites interact with the user usually through either a text-based or graphical user interface.
Matthew J. Vannice

What Does it Mean to Improve Access to the General Education Curriculum? - 0 views

www.k8accesscenter.org/...FrameworkFinal.asp

shared by Matthew J. Vannice on 17 Feb 10 - Cached
  • What Does it Mean to Improve Access to the General Education Curriculum?
  • access is a multi-dimensional and dynamic process that involves a combination of instructional practices and supports.
  • The Access Center proposes that access to the general education curriculum occurs when students with disabilities are actively engaged in learning the content and skills that define the general education curriculum.
  • ...6 more annotations...
  • research-based instructional methods and practices are being used
  • assessing and documenting whether students with disabilities are meeting high standards and achieving their instructional goals.
  • learn general education content and skills
    • Matthew J. Vannice
      Matthew J. Vannice on 17 Feb 10
       
      ...and skills!! how do we build skills alongside content area comprehension at the secondary level?
  • research-based supports and accommodations
  • research-based materials and media are being used
  • general education curriculum is operationalized in terms of appropriate, standards-based instructional and learning goals
realserviceitak

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shared by realserviceitak on 14 Sep 23 - No Cached
  • realserviceitak on 14 Sep 23
     
    What is Naver? Naver is a South Korean search engine, an e-commerce platform, an online advertising platform and internet company. The name Naver is derived from the word nave (navi in Japanese) meaning "navigator" or "spiritual guide". It was launched in June 1999 by NHN Japan. Buy Naver Accounts In July 1998, NHN Japan announced its intention to enter into the Internet field with a new company named as Naver Corporation that would be based on content sharing using its own servers.[4] On November 16th of that year it began offering services for international users via a service called Seowon (South-East Asia Online). In March 1999 this service was discontinued due to lack of interest from customers who were already established users of Yahoo! Japan's overseas services.[5][6] Why to buy Naver accounts? Naver accounts are the most popular accounts in Korea. They're easy to use and can be obtained for free, so they make a great choice if you want to get started with social media marketing. If your business is based on social media, Naver is the place to start! What is a Naver Account? Naver is the most popular search engine in South Korea. It was founded in 1997 and has since become an essential part of Korean life, with millions of users actively using it every day. In fact, according to Statista's 2018 Global Digital Economy Report, Naver accounts for more than 50% of all web traffic in Korea. Buy Naver Accounts In addition to being a leading portal site (which provides information about restaurants, shopping malls and other businesses), Naver also offers some features that aren't available on other platforms such as its 'Naver Map' feature which allows users to find nearby businesses by entering their location into the map interface instead of having to type specific addresses into search engines like Google Maps or Apple Maps (which are much more popular). Buy Naver Accounts Naver Accounts How to get the right Naver account? You need to buy
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
Judy Robison

SAS® Curriculum Pathways® | Overview - 2 views

www.sas.com/...index.html

Web2.0

shared by Judy Robison on 15 Jul 09 - Cached
  • Bjorn Behrendt on 15 Jul 09
     
    SAS® Curriculum Pathways® provides innovative, web-based resources in the core disciplines, for grades 8-14. Topics are mapped to state and national standards.
  • Kathleen N on 05 Nov 09
     
    Fully funded by SAS and offered at no cost to US educators and students, SAS Curriculum Pathways is designed to enhance student achievement and teacher effectiveness by providing Web-based curriculum resources in all the core disciplines: English, math, science, social studies/history and Spanish, to educators and students in grades 8-14 in virtual schools, home schools, high schools and community colleges.
  • Judy Robison on 17 Feb 11
     
    SAS Curriculum Pathways, which is used by thousands of teachers in more than 30 states, is now available for free to every educator in America. SAS Curriculum Pathways provides content in the core disciplines of English, mathematics, social studies, science and Spanish. Aligned with state standards, it has more than 200 InterActivities and 855 ready-to-use lessons that enable technology-rich instruction and engage higher-order thinking skills. It is primarily for use in grades 8-12, though middle school content is in development.
smitts02

SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education - 1 views

usergeneratededucation.wordpress.com/...r-moving-towards-education-3-0

SAMR technology

shared by smitts02 on 26 May 14 - No Cached
  • Briefly, Education 1.0, 2.0. and 3.0 is explained as: Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student.  It is a type of essentialist, behaviorist education based on the three Rs – receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics.  All are viewed as the same.  It is a standardized/one-size-fits-all education. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert.  Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves.  Education 2.0 has progressive roots where the human element is important to learning.  The teacher-to-student and student-to-student relationships are considered as part of the learning process.  It focuses on the three Cs – communicating, contributing, and collaborating. Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists.  These are qualitatively different than the three Cs of Education 2.0.  Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator. Education 3.0: Altering Round Peg in Round Hole Education
ashok rai

DLF 5 Gurgaon - 0 views

nofrillsdeal.com/dlf5gurgaon.php

DLF 5 Residential

shared by ashok rai on 10 May 13 - No Cached
  • ashok rai on 10 May 13
     
    DLF 5 Gurgaon Offers 3 and 4 BHK luxuries Residential apartments. Call 9999 999 237, DLF DLF 5 Gurgaon is second launch of DLF after its successful completion of project DLF Ultima Residential Projects, which is establish in Golf Course Road. Dlf 5 Luxury residential apartments Gurgaon is based upon 4 motivating standards that not only offer a great home experience but a great life understanding to
danadavid

Job Vacancies in United Kingdom: Jobs for Fresher in Uk - 0 views

jobs-in-unitedkingdom.blogspot.in/...jobs-for-fresher-in-uk.html

Jobs for Fresher in Uk Employment Cardiff Dundee Edinburgh Gloucester Inverness Lancaster Lincoln Lisburn Northampton Poole

shared by danadavid on 30 Jul 13 - No Cached
  • danadavid on 30 Jul 13
     
    Collectively the nation's biggest companies added 4.2% more net jobs globally in 2012, based on S&P Capital IQ's analysis of the 437 companies in the Standard & Poor's 500 that reported employee statistics. That's an increase of 733,619 jobs.
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