eLearning 2.0 Technologies and Concepts: Start Pages as Environments for Self-Organized... - 0 views
The Winnie the Pooh Guide to Blogging - Copyblogger - 0 views
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glucose-low grumpiness
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Tug on their sleeve. Tap on their shoulder. Pull on their hand. Whisper in their ear.
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If the person you are talking to doesn’t appear to be listening, be patient. It may simply be that he has a small piece of fluff in his ear.
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Measurement tutorials & lessons - 0 views
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Tutorials, lessons and guides to mastering the measurement concepts in math.
eLearn: Feature Article - 0 views
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The goal of the Semantic Web is to provide the capacity for computers to understand Web content that exists on systems and servers across the Internet, ultimately adding value to the content and opening rich new data, information, and knowledge frontiers.
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In essence, the Semantic Web is a collection of standards, data structures, and software that make the online experience more detailed, intelligent, and in some cases, more intense.
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In addition to the standards that govern the data and its structure, semantic technologies seek to define the framework and method of communication between systems.
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Why should we check the accuracy of information on a web page? - 2 views
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Try this interactive micromodule companion for a hands on experience in determining the accuracy of web-based information. Test your skills at: finding embedded evidence checking evidence for accuracy triangulation of data
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The accuracy of factual information can help you judge the credibility of the author. Accuracy of information can also provide clues to possible bias in the resource under investigation.
Credibility and Digital Media @ UCSB - Past Research - 0 views
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traditional notions of credibility as coming from a centralized authority (e.g., a teacher, expert, or author) and individualized appraisal processes are challenged by digital technologies.
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Credibility assessments as constructed through collective or community efforts (e.g., wikis, text messaging via cell phones, or social networking applications) emerge as a major theme in recent discussions, and phrases like "distributed" and "decentralized" credibility, the "democratization of information," and "collectively versus institutionally-derived credibility" are common.
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At core is the belief that digital media allow for the uncoupling of credibility and authority in a way never before possible.
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Brainstorming/Thinking Tools - 0 views
News: Making Wikis Work for Scholars - Inside Higher Ed - 0 views
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Others, noting features of the Web site that contribute to inaccuracies and shortchange the value of expertise, are building variations on the model that are more amenable to academics and to peer review.
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"I use Wikipedia a lot for my own research and for course preparation. Often, to the extent that [Wikipedia articles] appear on my syllabi it’s to give students a quick overview of a subject or concept when I’m looking less for a theoretical or critical perspective and more for this kind of open-source knowledge, or kind of 'crowd-sourced' perspective,"
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Still, some continue to worry that the very structure of Wikipedia encourages editors (who can be anyone) to disregard expertise and undermine the basic mechanics of peer review and academic credibility.
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Reading + Math + Games = Success - 21 views
Critical Issue: Using Technology to Improve Student Achievement - 0 views
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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).
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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."
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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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Thinklinkr - 50 views
eLearning 2.0 Technologies and Concepts - 36 views
An Idea Worth Spreading: The Future is Networks « emergent by design - 27 views
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It’s now become so incredibly complex and enmeshed, that each of us now has access to EVERY SINGLE PERSON ON THE PLANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
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ANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
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e’ve transitioned past the point of scarcity.
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Standing Desk and Visual Scales For a Student with Autism - BASIC THERAPY CONCEPTS - Te... - 0 views
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This case study explains how one student benefited from using the sta
Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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need to move beyond the heavy reliance on text.
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lot of digital books floating around, being hailed as amazing advancements in teaching and learning. Although I know the majority of materials currently available to students on their portable multimedia consumption devices are still primarily text-based, maybe including a static image or two (see Figure 3, a color, static digital page with a Venn diagram that is no different from the same page in the printed book5),
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cartable longchamp pas cher Grand - 0 views
Des mesures de solidarité ont déjà été prises au profit des 1,6 million de ménages en situation précaire, pour les aider à supporter leurs dépenses d'électricité en 2004, de gaz voici quelques moi...
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