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sac a dos longchamp pas cher ?Vous - 0 views

Très peu d'études ont d'ailleurs été contredites. Leurs résultats étaient simplement plus faibles, moins fiables, par exemple parce que les échantillons étaient trop petits. ?Il est important de no...

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started by intermixed intermixed on 31 Aug 15 no follow-up yet
Mary Beth  Messner

Preparing Teachers to Teach Online - 0 views

  • This article describes some of the issues associated with preparing school teachers to teach online based upon recent work at the North Central Regional Educational Laboratory (NCREL).  While the focus of the discussion is K-12, most of these issues also apply to higher education faculty and instructors in the training domain.
Dimitris Tzouris

How to Make Better Teachers «Ideas and Thoughts from an EdTech - 15 views

  • Reflective Practitioner
  • Reflective Practitioner.  
  • The reflective writing has been valuable but definitely the nearly 4,000 comments have been even more of a learning experience. This is the single best professional development experience I've had.
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  • Hire a teacher, give them a blog. Get them to subscribe to at least 5 other teachers in the district as well as 5 other great teachers from around the globe. Have their principal and a few central office people to subscribe to the blog and 5 other teachers as well. Require them to write at least once a week on their practice. Get conversations going right from the get go. Watch teachers get better.
Darren Draper

Reflections of a new-ish blogger « Educational Insanity - 0 views

  • I think where I’m going with this is that I worry that the ed. tech. blogosphere is reasonably saturated.  Related to Darren Draper’s post on Twitter Set Theory, I feel like there are some central figures whose spheres overlap considerably and a whole lot of us outsiders trying to penetrate that inner circle.  It’s as if folks like Will Richardson, David Warlick, Wes Fryer, Vicki Davis, Dean Shareski, Stephen Downes, Chris Lehmann…(and, yes, you Scott) are having an awesome cocktail party conversation and I’m standing on the outside staring over their shoulders and listening in, trying to get a word in, but not penetrating that conversation at all.  I know there are LOTS of us on the outside looking in. 
    • Darren Draper
       
      What can we do to reduce this feeling of exclusivity? Doubtless there are hundreds of great educators out there that feel this way.
    • Darren Draper
       
      I agree with you, David. There is no accurate measure as to the success of a blog - other than the intrinsic measure that each blogger feels about how things are going.
  • My theory is– don’t worry about getting your voice out there, or comments, or rankings, or even being invited to the right parties (inner circle) — rather focus intently on children, your vision, and leaving education better than you found it. Concentrate on helping those within your sphere of influence to make principled changes in education that is in the best interest of kids.
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    Comprehensive up-to-date news coverage, aggregated from sources all over theworld by Google News.‎Finance - ‎About Google News - ‎Languages and regions - ‎Editors' Pickswww.killdo.de.ggNews Online from Australia and the World ...News headlines from Australia and the world. The latest national, world, business, sport, entertainment and technology news from News Limited news papers.www.killdo.de.ggBreaking News Updates | Latest News Headlines ...Breaking News, Latest News and Current News from FOXNews.com. Breakingnews and video. Latest Current News: U.S., World, Entertainment, Health, ...www.killdo.de.gg
Al Tucker

Main Page - Teampedia - 1 views

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    resource for team work and icebreakers all in one central location
Carlos Quintero

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

  • 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)
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  • 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.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
anonymous

Moving a district to engage in Web 2.0 teaching and learning | ISTE's NECC09 ... - 0 views

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    This guest blog post by New York School Superintendent Neil Rochelle provides insight about his district's journey to integrate Web 2.0 tools with teaching and learning. Neil is the superintendent of Iroquois Central School District. His personal blog is titled "Changing High Schools" and he also blogs on LeaderTalk.
J Black

Scotch/ Discovery Education Science Fair Central offers ideas for science fair projects... - 0 views

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    Helpful resource for science fair projects. Includes steps to get started as well as parent resources.
J Black

Vast Spy System Loots Computers in 103 Countries - NYTimes.com - 0 views

  • The malware is remarkable both for its sweep — in computer jargon, it has not been merely “phishing” for random consumers’ information, but “whaling” for particular important targets — and for its Big Brother-style capacities. It can, for example, turn on the camera and audio-recording functions of an infected computer, enabling monitors to see and hear what goes on in a room. The investigators say they do not know if this facet has been employed.
  • The electronic spy game has had at least some real-world impact, they said. For example, they said, after an e-mail invitation was sent by the Dalai Lama’s office to a foreign diplomat, the Chinese government made a call to the diplomat discouraging a visit. And a woman working for a group making Internet contacts between Tibetan exiles and Chinese citizens was stopped by Chinese intelligence officers on her way back to Tibet, shown transcripts of her online conversations and warned to stop her political activities.
  • “This could well be the C.I.A. or the Russians. It’s a murky realm that we’re lifting the lid on.”
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  • “The Chinese government is opposed to and strictly forbids any cybercrime.”
  • two computer researchers at Cambridge University in Britain who worked on the part of the investigation related to the Tibetans, are releasing an independent report. They do fault China, and they warned that other hackers could adopt the tactics used in the malware operation.
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    The malware is remarkable both for its sweep - in computer jargon, it has not been merely "phishing" for random consumers' information, but "whaling" for particular important targets - and for its Big Brother-style capacities. It can, for example, turn on the camera and audio-recording functions of an infected computer, enabling monitors to see and hear what goes on in a room. The investigators say they do not know if this facet has been employed.
Martin Burrett

Math Interactives - 6 views

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    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.
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    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
Ebey Soman

HIV and AIDS in Russia - 0 views

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    With a dwindling population and an out of control HIV infection rate in Russia, the future looks bleak. Estimates place Russia on the forefront of the battle against HIV and in a worse position than Africa. Largely ignored by the media and the government, HIV has become the rapidly spreading epidemic in Russia, especially among the youth who are supposed to be future of the country.
Philippe Scheimann

Q&A on diaspora - 5 views

  • What do you think are the most important features a social network should have? How would you prioritize them? Do you plan to Build Less or go big? If building less, what is the minimal set of features you can get away with? We plan to “build less.” These are the features which we aim to complete first: 1. A good secure protocol, encrypted at every leg, including a specification for a lightweight, probably HTTPS, RESTful set of routes. We see all of this communication happening between two Diaspora servers, rather than strictly between peers. We realize there is the problem with polling with this model, but we think there are several tricks worth trying which all have their relative pros and cons: PubSub (fast and easy, requires some level of centralization), querying friends servers from the browser side and posting responses back (requires browser side decryption) to name a couple. Alternatively, we are considering going with XMPP altogether due to the ability to be able to push content between nodes, but we need to research it further to see if it is something we would want to implement. 2. A datastore and corresponding interface that can store all of your stuff in one place. MongoDB is what we are looking at for V1, but the redundancy of TahoeFS is intriguing(as well as serving a slightly different purpose). 3. A clear extension framework. Diaspora will be service-agnostic and we will need to make it easy to import from and export to any format/web service. It is also our goal to make Diaspora as content-agnostic as possible, by providing abstract data types and an easily extended UI so that whatever new content people want to store and share can be integrated without re-rewriting parts of the whole application stack. 4. Be your own OpenID provider. Having a single identity across lots of services is great, but why trust a web service to hold it? Once we are the keepers of our own data, we can also selectively allow services access to it through Oauth.
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    alternative to fb...
Jim Farmer

Apple - Education - Central Elementary School Profile - 15 views

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    Using the iPod Touch in schools. Improving literacy.
Marc Lijour

Danger: America Is Losing Its Edge In Innovation - CIO Central - CIO Network - Forbes - 7 views

  • Almost every adult I’ve talked with in these countries shares a belief that the path to success is paved with science and engineering.
  • scientists and engineers are celebrities in most countries
  • Already, 70% of engineers with PhD’s who graduate from U.S. universities are foreign-born. Increasingly, these talented individuals are not staying in the U.S – instead, they’re returning home, where they find greater opportunities.
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  • Saudi Arabia has a new university for science and engineering with a staggering $10 billion endowment.
  • In 2009, for the first time, over half of U.S. patents were awarded to non-U.S. companies.
  • China has replaced the U.S. as the world’s number one high-technology exporter.
  • The World Economic Forum ranks the U.S. #48 in quality of math and science education.
  • Five years ago, I was part of a commission that studied U.S. competitiveness. We issued a report called Rising Above the Gathering Storm,
  • Improve K-12 science and math education. Invest in long-term basic research. Attract and retain the best and brightest students, scientists and engineers in the U.S. and around the world. Create and sustain incentives for innovation and research investment.
  • In 2007, Congress passed the America COMPETES Act,
LUCIAN DUMA

#edtech20 #socialmedia #curation project gateway to knowledge central.ly/web20education... - 0 views

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    Introduction New Age #SocialMedia #Curation in #education20 with #edtech20 project . My post for #leadershipday11
Steve Ransom

iPhone revealed to track, log users' locations | Phones | iOS Central | Macworld - 19 views

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    Download the app and see for yourself. Your iphone IS really logging your every move.
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    Wow, that's really interesting!
Dennis OConnor

Emerging Asynchronous Conversation Models : eLearning Technology - 15 views

  • The standard model for asynchronous conversations is discussion forum software like vBulletin.  I've talked before about the significant value that can be obtained as part of Discussion Forums for Knowledge Sharing at Capital City Bank and how that translates in a Success Formula for Discussion Forums in Financial Services.  I also looked at Making Intranet Discussion Groups Effective.
  • However, I've struggled with the problem of destinations vs. social networks and the spread of conversation (see Forums vs. Social Networks). 
  • Talkwheel  is made to handle real-time group conversations and asynchronous ones.  It can act as an instant messaging service a bit like Yammer, HipChat for companies and other groups, but the layout is designed to make these discussions easier to see, archive, and work asynchronously.
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  • Talkwheel’s design makes class conversations easier to follow, more interactive, and more effectively organized. It eliminates the problem of navigating multithreaded conversations, enables real-time group conversation, and makes referencing asynchronous conversations much easier. Talkwheel’s dashboard organization allows teachers to organize all their classes and projects in one centralized location, while Talkwheel's analytics helps teachers and administrators quantitatively monitor their students’ progress throughout the year.
  • Quora is a Q&A site nicely integrated with Facebook that has done a good job providing a means to ask questions and get answers.
  • Quora has been able to form quite an elite network of VCs, entrepreneurs, and other experts to answer questions.  They've also created topic pages such as: Learning Management System. 
  • Finally, Namesake, is a tool for real-time and asynchronous conversations.  It's a bit like Quora but more focused on conversation as compared to Q&A and it allows real-time conversation a bit like twitter.  You can see an example of a conversation around phones below.
  • All of these point to new types of conversation models that are emerging in tools.
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    Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?
intermixed intermixed

Ray Ban Occhiali Aviator Sfruttando - 0 views

Né con l'elmetto né con il cappello in mano. Stavolta non usa una metafora calcistica ma per Matteo Renzi,che anche oggi si cimenta in un braccio di ferro a distanza con Barroso, finisce con un par...

Ray Ban Occhiali Aviator Oakley Active

started by intermixed intermixed on 24 Mar 14 no follow-up yet
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