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intermixed intermixed

survetement guess homme 40 millions - 0 views

Sur place, les responsables sanitaires sont nombreux à demander la création d'un CHR ainsi que plus de personnels formés à l'université. Un outil indispensable pour que l'île puisse faire face si d...

survetement gucci guess homme pas cher

started by intermixed intermixed on 31 May 14 no follow-up yet
Martin Burrett

Classroom Screen - 0 views

ukedchat.com/...classroom-screen

classroom sound indicator classroom sound level classroom volume indicator classroom volume level clock date display exit poll exit polls IWB widgets pair work poll polls pupil interactions QR code QR codes random name chooser random name picker sound lev

shared by Martin Burrett on 11 Oct 18 - No Cached
  • Martin Burrett on 11 Oct 18
     
    "A superb online whiteboard suite of tools, including a random name picker, classroom sound level indicator, display a QR code, drawing and text tools, traffic lights, timers, clocks and dates, and even a fab exit poll tool. You can even change the background, including your own images to display extra resource information, or use your computer camera to show live video like a visualiser."
Martin Burrett

Reindeer Orchestra - 0 views

ukedchat.com/...reindeer-orchestra

Christmas music Reindeer

shared by Martin Burrett on 12 Dec 18 - No Cached
  • Martin Burrett on 12 Dec 18
     
    "Ever wondered why Christmas Reindeer have red noses? You are about to find out with this musical Reindeer Orchestra. Make sure your volume is up."
Nigel Coutts

Learning And Teaching for Understanding - A day of learning with PZ Sydney Network - Th... - 2 views

thelearnersway.net/...earning-with-pz-sydney-network

learning teaching understanding sydney network

shared by Nigel Coutts on 19 May 19 - No Cached
  • Nigel Coutts on 19 May 19
     
    Today I had the pleasure of joining over three-hundred educators for a day of learning and sharing. That this was a Sunday and that the event was organised as a free event for educators by educators speaks volumes of the quality and care that educators bring to their role. 
Networth and College attended

Ashley Benson: Net Worth, College Attended, Life and Career - A Comprehensive Overview ... - 0 views

networthandcollege.com/son-net-worth-college-attended

Celebrity networth and college attended

shared by Networth and College attended on 07 Sep 23 - No Cached
  • Networth and College attended on 07 Sep 23
     
    Ashley Benson, a shining star in the vast universe of television and film, stands out not just for her beauty but for her unparalleled acting prowess. From the tender age when she first graced the screen in commercials, showcasing a promise that was hard to ignore, to her transformative role as Hanna Marin in the cultural phenomenon "Pretty Little Liars," Benson's trajectory in the entertainment industry has been nothing short of meteoric. Her ability to immerse herself in diverse roles and make them her own speaks volumes of her dedication and passion for the craft.
sayedhok

applications musique enfants - 1 views

courstechnologie.com

tablette fire hd 10 applications démarrage mac musique enfants page accueil safari désactiver meta ia mélangeur de volume windows 11 iphone 16 vs 16e Apple MacBook Pro education web2.0 technology Learning tools Teaching Resources collaboration free scienc

shared by sayedhok on 21 Jun 25 - No Cached
Roland Gesthuizen

The Creep of Social Media Raises Big Questions - Room for Debate - NYTimes.com - 0 views

www.nytimes.com/...ial-media-raises-big-questions

socialmedia workplace digitalcitizenship ICTliteracy

shared by Roland Gesthuizen on 23 Jun 12 - No Cached
  • social media increase the volume and velocity of connections to a point where communicating in anything but online postings seems almost impossible
  • both in our personal and work lives, social media make it easy for us to hide from each other, even as we are constantly connected to each other
  • What is democracy without privacy? What is intimacy without privacy?
  • Roland Gesthuizen on 23 Jun 12
     
    "Social media won't get less attractive the longer they exist. But we will learn how to use them more wisely. Right now, we're smitten and look away from problems; we behave like young lovers who are afraid that too much talking will spoil the romance. As we grow into a more mature relationship, we'll find time to talk."
intermixed intermixed

mal . Longchamp soldes - 0 views

Il est au milieu d' une procédure de divorce apparemment amicales avec sa femme de cinq ans , Francesca Zampi . Il est ? en transition?, m'a dit Stone.Depuis il ya environ un an , lorsque Hammerste...

Longchamp soldes

started by intermixed intermixed on 21 Jan 14 no follow-up yet
intermixed intermixed

Lunettes De Soleil Chanel Une - 0 views

La Thaïlande a repéré un «appareil non identifié» changeant plusieurs fois de direction en examinant les données radars du moment où le vol MH370 de Malaysia Airlines a perdu le contact avec le con...

Lunettes De Soleil Carrera Chanel Cadre Rectangle

started by intermixed intermixed on 20 Mar 14 no follow-up yet
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
Sheri Edwards

Print: These Lectures Are Gone in 60 Seconds - Chronicle.com - 0 views

chronicle.com/...printable.cgi

chronicle.com lecture podcast reform

shared by Sheri Edwards on 07 Mar 09 - Cached
  • HOW TO CREATE A ONE-MINUTE LECTURE Professors spend a lot of time crafting hourlong lectures. The prospect of boiling them down to 60 seconds — or even five minutes — may seem daunting. David Penrose, a course designer for SunGard Higher Education who developed San Juan College's microlectures, suggests that it can be done in five steps: 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.   http://chronicle.com Section: Information Technology Volume 55, Issue 26, Page A13
  • Sheri Edwards on 07 Mar 09
     
    transform traditional lectures for today's student expectations; thanks to twitterer jonathanmoss
Martin Burrett

Math Interactives - 6 views

www.learnalberta.ca/...index.html

addition subtraction multiplication division fraction patterns decimals measurement geometry statistics maths

shared by Martin Burrett on 30 Aug 09 - Cached
  • Kathleen N on 30 Aug 09
     
    This multimedia resource includes interactive math activities, print activities, learning strategies, and videos that illustrate how math is used in everyday life. The resource addresses the following mathematics topics: Fractions; Integers; Percentages; Rate/Ratio/Proportion; Square Roots; Exponents; Patterns; Algebra; Linear Equations; Polynomials; Angles; Circles; Surface Area and Volume; Area and Perimeter; Triangles; Pythagoras; Trigonometry; Similarity and Congruence; Transformations; Shape Classification; Data Display and Graphs; Central Tendency and Distribution; and Probability.
  • Martin Burrett on 06 Aug 11
     
    A great general maths site with lots of tutorials, activities and games which will help your students at school and at home. http://ictmagic.wikispaces.com/Maths
Martin Burrett

Math Live - Animated and interactive lessons - 0 views

www.learnalberta.ca/...math5.html

maths area volume shape and measure ratio charts Coordinates addition subtraction division multiplication perimeter probability fractions decimals percentages

shared by Martin Burrett on 25 Jul 11 - Cached
  • Martin Burrett on 25 Jul 11
     
    An amazing, vast and well made maths site with interactive animated lessons on every area of the primary curriculum. Make sure you check out the glossary section for a superb interactive maths dictionary. A must try site! http://ictmagic.wikispaces.com/Maths
Martin Burrett

Math 6 Spy Guys - 0 views

www.learnalberta.ca/...index.html

area perimeter fractions percentages probability ratio decimals volume

shared by Martin Burrett on 21 Aug 11 - No Cached
  • Martin Burrett on 21 Aug 11
     
    A great set of maths animated lessons on topics across the curriculum, including area, equations, ratio, probability and a whole lot more. http://ictmagic.wikispaces.com/maths
Martin Burrett

Count Us In Maths Games - 0 views

www.abc.net.au/...default.htm

maths games measure volume fractions probability time addition subtraction patterns

shared by Martin Burrett on 22 Aug 11 - Cached
  • Martin Burrett on 22 Aug 11
     
    A collection of 15 games for younger learners about various maths topics. http://ictmagic.wikispaces.com/Maths
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