Skip to main content

Home/ Classroom 2.0/ Group items tagged assistance

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jeremiah Mwangi

Assistance for college students from essay writing services - 0 views

www.easyezinearticles.com/...display.pl

Essay Writing Services Custom Paper Writing Services Research Paper Writing Services Dissertation Writing Services Paper Writing Services

shared by Jeremiah Mwangi on 27 Jul 13 - No Cached
  • Jeremiah Mwangi on 27 Jul 13
     
    Thesis writing is always of good help for you as you can achieve superior marks in you test.
majestic1 majestic1

risquée. Doudounes Ralph Lauren pas cher - 0 views

Ce n'était pas une question politique, mais une déclaration de la réalité. La lutte contre le terrorisme et le fondamentalisme islamique est une marque de guerre qui ne serait pas combattu avec bri...

Doudounes Ralph Lauren pas cher

started by majestic1 majestic1 on 04 Dec 13 no follow-up yet
majestic1 majestic1

Louisiane. sac longchamp Pliage pas cher - 0 views

Si on remplacequelques arpents de neige vers le Canada? par Louisbourg, il n'y a plus d'erreur d'interprétation possible.Quand, pour une première fois, la forteresse de Louisbourg tomba aux mains d...

sac longchamp Pliage pas cher

started by majestic1 majestic1 on 06 Dec 13 no follow-up yet
Martin Burrett

Sounding Board - 0 views

www.ablenetinc.com/...SoundingBoard

ipad communication app SEN

shared by Martin Burrett on 16 Dec 13 - No Cached
  • Martin Burrett on 16 Dec 13
     
    This is a useful choosing board Apple app to help with communication. Make your boards using the preloaded images or take photos to make your own. Record a word or phrase which is played as each button is pushed. Download the app at https://itunes.apple.com/gb/app/soundingboard/id390532167. http://ictmagic.wikispaces.com/Special+Educational+Needs
intermixed intermixed

faux sac longchamps soldes l'insu - 0 views

On a également ratifié le protocole additionnel, qui soumet le programme à un contrôle de l'AIEA. L'Iran a accueilli 1 400 inspecteurs de l'AIEA. Nous avons toujours coopéré. Ce que nous voulons au...

faux sac longchamps soldes pas cher

started by intermixed intermixed on 05 May 14 no follow-up yet
intermixed intermixed

longchamp neuf soldes Traité - 0 views

Reste que ni la magie ni l'extrême violence des rebelles ne suffisent, pour les observateurs, à expliquer l'extraordinaire longévité de la LRA. «Le gouvernement utilise cette guerre pour justifier ...

main Gucci moin cher sac a pas Guess

started by intermixed intermixed on 22 Jul 14 no follow-up yet
intermixed intermixed

Veste Lacoste pas cher "Il - 0 views

Selon la Fédération internationale des Sociétés de la Croix-Rouge et du Croissant-Rouge (FISCR), "certaines villes et des villages dans les districts les plus durement touchés près de l'épicentre o...

Polo Lacoste pas cher Veste Survetement

started by intermixed intermixed on 06 May 15 no follow-up yet
Taz Robert

Payday Installments Loans- Effectual Funds To Resolve Your Unexpected Monetary Woes - 0 views

Payday installments loans are effective and convenient finance for those people who are looking for affordable financial aid to terminate all unexpected fiscal expenses on time with easy repayments...

short term installment loans installment loans short term cash loans payday loans installment short term loans payday loans

started by Taz Robert on 15 May 15 no follow-up yet
Taz Robert

Short Term Cash Loans- Suitable Cash Aid To Combat Unwanted Fiscal Hurdle - 0 views

Short term cash loans are finest sources of finance to arrange the quick funds when you are facing some problem in dealing all unwanted fiscal hurdles in shortage of money. These fund are arranging...

started by Taz Robert on 10 Sep 15 no follow-up yet
Michèle Drechsler

Pratiques su socialbookmarking et Education. Une enquête qui peut vous intér... - 19 views

Bonjour Je suis doctorante en sciences de l'information et de la communication à l'Université de Metz.(France). Ma recherche pose le focus sur les pratiques du socialbookmarking dans le domaine d...

enquête socialbookmarking

started by Michèle Drechsler on 08 Jul 09 1 follow-up, last by Michèle Drechsler on 17 Apr 10
liza cainz

HP Support for Printers - 1 views

Paper works is one of the many things I have to deal with as a secretary for a top executive in the company I am working for Vancouver. More often than not, printer glitches are one of the major pr...

support service Desktop computer technical services PC tech

started by liza cainz on 10 Dec 10 no follow-up yet
eflclassroom 2.0

oSkope visual search :: Your intuitive search assistant - 0 views

www.oskope.com

shared by eflclassroom 2.0 on 24 Sep 08 - Cached
  • eflclassroom 2.0 on 24 Sep 08
     
    Free images and search
Melissa Seifman

HowStuffWorks "How Web 3.0 Will Work" - 0 views

computer.howstuffworks.com/web-30.htm

shared by Melissa Seifman on 26 Jan 09 - Cached
  • Some Internet experts believe the next generation of the Web -- Web 3.0 -- will make tasks like your search for movies and food faster and easier. Instead of multiple searches, you might type a complex sentence or two in your Web 3.0 browser, and the Web will do the rest. In our example, you could type "I want to see a funny movie and then eat at a good Mexican restaurant. What are my options?" The Web 3.0 browser will analyze your response, search the Internet for all possible answers, and then organize the results for you.
  • ­That's not all. Many of these experts believe that the Web 3.0 browser will act like a personal assistant. As you search the Web, the browser learns what you are interested in. The more you use the Web, the more your browser learns about you and the less specific you'll need to be with your questions. Eventually you might be able to ask your browser open questions like "where should I go for lunch?" Your browser would consult its records of what you like and dislike, take into account your current location and then suggest a list of restaurants.
  • Melissa Seifman on 26 Jan 09
     
    Just when you thought you were Mastering web 2.0... along comes web 3.0
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
« First ‹ Previous 181 - 200 of 295 Next › Last »
Showing 20▼ items per page