Skip to main content

Home/ Classroom 2.0/ Group items tagged catherine

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
sweerty

Catherine Zeta-Jones in The Rebound è una carica di sesso esplosiva - 0 views

www.innovativo.it/leggi.php

video trailer catherine zeta jones hot sexy nuda film esplosiva

shared by sweerty on 26 Oct 09 - Cached
  • sweerty on 26 Oct 09
     
    Catherine Zeta-Jones in The Rebound interpreta una donna tradita dal marito che cambia vita. Incontra un giovane per il quale nascie un'amore molto passionale. Il trailer mostrato mostra alcuni mol...
intermixed intermixed

foulard hermes pas cher pliable - 0 views

Et, sans s'être concertés, emportés d'un même élan, d'un même besoin de revanche, tous coururent aux tas de briques voisins, à ces briques dont le terrain marneux fournissait l'argile, et qui étaie...

foulard hermes pas cher sac cherfoulard

started by intermixed intermixed on 08 Mar 14 no follow-up yet
intermixed intermixed

basses. Sac à Dos Longchamp Pliage pas cher - 0 views

Il finit par se facher, il renvoya son fils au front de taille. Tous, du reste, se détiraient.Levaque, resté sur le dos, jurait en examinant son pouce gauche, que la chute d'un grès venait d'écorch...

Sac à Dos Longchamp Pliage pas cher

started by intermixed intermixed on 17 Dec 13 no follow-up yet
intermixed intermixed

clair. Besace Pliage Longchamp pas cher - 0 views

Où aller et que devenir, à travers ce pays affamé par le ch.magelaisser derrière un mur sa carcasse de chien perduCependant, une hésitation le troublait, une peur du Voreux, au milieu de cette plai...

Besace Pliage Longchamp pas cher

started by intermixed intermixed on 14 Dec 13 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
intermixed intermixed

Longchamp Pliage Love Series Pas Cher sac - 0 views

Il était calmé, détendu, et il écouta avec un hochement d'approbation les sages conseils de la Maheude, qui montrait un grand bon sens dans ces affaireslà. Toujours elle lui répétait qu'on ne gagna...

Longchamp Pliage Insect Pas Cher Love Series Plume

started by intermixed intermixed on 01 Mar 14 no follow-up yet
intermixed intermixed

echarpe hermes pas cher Et - 0 views

Ce n'est rien, disLes mains gênées par Estelle, elle dut la mettre sous un bras, pour retourner la tête de son homme. Parle donc où astu malIl avait les yeux vides, la bouche baveuse d'une écume sa...

echarpe hermes pas cher sac

started by intermixed intermixed on 07 Mar 14 no follow-up yet
intermixed intermixed

d'eau. Sac à Main Longchamp Pliage pas cher - 0 views

mait, il y avait nuit et jour des insectes humains fouissant la roche, à six cents mètres sous les champs de betteraves. Cependant, les gamins marchaient les premiers. sac longchamps en soldesJeanl...

Sac à Main Longchamp Pliage pas cher

started by intermixed intermixed on 19 Dec 13 no follow-up yet
intermixed intermixed

sac hermes birkin On oublierait - 0 views

ant.De l'autre c.té de l'horizon, au bord du plateau, Bonnemort n'avait pas bougé, calé d'une main sur sa canne, l'autre main aux sourcils pour mieux voir, en bas, l'égorgement des siens. Les bless...

sac hermes birkin pas cher

started by intermixed intermixed on 14 Mar 14 no follow-up yet
intermixed intermixed

conséquence. Porte monnaie longchamp pas cher - 0 views

longchamps maroquinerie C'étaient les Maheu et les Levaque. Quand il aper.ut, en tête, Catherine avec son air doux de gar. longchamp sac cuiron, l'idée superstitieuse lui vint de risquer une derniè...

Porte monnaie longchamp pas cher

started by intermixed intermixed on 16 Dec 13 no follow-up yet
intermixed intermixed

que . Sac à Main Longchamp Pliage pas cher - 0 views

sac pliage longchamps pas cher N'estce paspourvu que .a dure tant que vous en avez la responsabilité Et puis tout casse, et la Compagnie est forcée d'avoir une armée de raccommodeurs. Regardez un p...

Sac à Main Longchamp Pliage pas cher

started by intermixed intermixed on 18 Dec 13 no follow-up yet
intermixed intermixed

chausse lacoste homme pas cher Lancée - 0 views

"Une vie sans notaires, c'est vous qui en faites les frais", "après le désert médical, le désert juridique", pouvait-on lire sur les pancartes brandies par les manifestants, en colère contre la sti...

chausse lacoste pas cher homme

started by intermixed intermixed on 18 Sep 14 no follow-up yet
Nigel Coutts

Is STEM the key? (Part Two) - 10 views

thelearnersway.net/...is-stem-the-key-part-two

education technology learning science

shared by Nigel Coutts on 17 May 15 - No Cached
oompfh liked it
  • Nigel Coutts on 17 May 15
     
    The call for improved STEM programmes has gained momentum in the past two weeks with an address to the National Press Club by Catherine Livingstone AO of the Business Council of Australia and an occasional paper released by the Office of the Chief Scientist.
intermixed intermixed

Accessories Burberry Homme L - 0 views

C'est Dieu qui par amour se retire de nous afin que nous puissions l'aimer. » Juive communiste, la « Vierge rouge », comme la surnommaient ses condisciples de la rue d'Ulm, était douée d'une intell...

http:__www.groupecipa.fr_ Accessories Burberry Homme http:__www.acorpsdmoi.fr_

started by intermixed intermixed on 09 Aug 14 no follow-up yet
Nigel Coutts

An Introduction to Design Thinking (Part 1) - 29 views

thelearnersway.net/...designthinkingpt1

education technology learning teaching collaboration

shared by Nigel Coutts on 31 May 15 - No Cached
  • Nigel Coutts on 31 May 15
     
    'Design Thinking' might just be the next 'new' old thing in education. In her recent address to the National Press Club, Catherine Livingstone of The Business Council of Australia included 'Design Thinking' amongst the critical STEM skills required for Australia's future. But what do we mean by 'Design Thinking' and why should educators be interested?
1 - 16 of 16
Showing 20▼ items per page