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Fast Payday Loans- Solve All Major Finances Needs With Aid Of Payday Loans - 0 views

started by Raynor Plank on 10 Jul 15 no follow-up yet

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Tourist Visa UK - 1 views

www.visassimply.com/...uk-tourist-visa UK Tourist visa visas

shared by Visas Simply on 08 Sep 15 - No Cached

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EduDemic » 41 New Ways Google Docs Makes Your Life Easier - 0 views

edudemic.com/...le-docs-makes-your-life-easier googledocs education tools web2.0

shared by jodi tompkins on 07 Jul 10 - No Cached

New version of Google documents
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The new version has chat, character-by-character real time co-editing, and makes imports and exports much better
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Over the next couple of weeks, they’re rolling out the ability to upload, store, and share any file in Google Docs
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Forms: Add pages and allow navigation to a specific page within a form
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Shared folders
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Bulk upload
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Forms improvements
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They’ve added a new question type (grid), support for right-to-left languages in forms, and a new color scheme for the forms summary. Also, you can now pre-populate form fields with URL parameters, and if you use Google Apps, you can create forms which require sign-in to access
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jodi tompkins on 07 Jul 10

Google Docs newest features

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5 Innovative Classroom Management Tools for Teachers - 0 views

mashable.com/...classroom-management-tools classroom management technology innovative tools

shared by BTerres on 02 Dec 10 - No Cached

attendance taking, lesson planning, grading and parental communications is
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a big part of the job.
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With help from the many online services and mobile apps designed for teachers, it can be easy to efficiently organize and complete classroom management responsibilities.
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Digital Gradebook: SchoolCircuit
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online gradebook easy to access for parents and students, and easy to manage for teachers. By assigning access codes to create accounts, teachers can give students and their parents the ability to check grades, attendance and assignments, as well as messages from the teacher and upcoming events.
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Another similar free option is Engrade,
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Create and Grade Quizes: ClassMarker
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teachers can use ClassMaker to make online assessments that are graded instantly. Teachers can choose between five different formats including essay responses (obviously excluded from the “instant grading” feature). They can also randomize test questions and set time limits.
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For $25 per year, teachers can remove advertising and also have access to e-mailed results, overall question percentages, overall quiz results percentages and learner score averages.
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Manage Lesson Plans: PlanbookEdu
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a free, online lesson plan book that functions much like a paper book with a couple of important exceptions. First, since it is cloud-based, it’s impossible to forget at home or at school. It also makes customizing and editing easier, and each box functions much like its own tiny text pad.
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The capability to easily share plans with substitute teachers, colleagues and administrators — probably the biggest advantage — comes only with the $20 per year premium version.
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Take Attendance: Attendance for iPhone
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$4.99 app
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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)
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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).
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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).
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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)
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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.
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"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).
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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
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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.
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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).
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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
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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.
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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]).
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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.
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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
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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.
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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.
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"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"
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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
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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).
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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.
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. 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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Carlos Quintero on 11 Sep 08

About pedagogic 2.0

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Carlos Quintero on 11 Sep 08

Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee

<div class="cArrow"> </div><div class="cContentInner">Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee</div>

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Reading for pleasure is a fundamental human right - 0 views

entertainment.timesonline.co.uk/...article5529708.ece reading books education libraries

shared by Caroline Roche on 13 Feb 09 - Cached

there are thousands that are not, schools where the library is still a few shelves in a corridor, where books are a low priority, where head teachers believe that all a love of books can do, is better done by a computer. It should never be a case of either, or. We need both: IT and a great library.
- Caroline Roche on 13 Feb 09
  
  Yes, and I have been in a couple of schools like this, and know of some locally who have closed their libraries because everything is now on the internet!
  
  <div class="cArrow"> </div><div class="cContentInner">Yes, and I have been in a couple of schools like this, and know of some locally who have closed their libraries because everything is now on the internet!</div>
  
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for a primary school to have a well-stocked, professionally run library
- Caroline Roche on 13 Feb 09
  
  In this country, we can't even manage all secondary schools to have this, let alone primaries. Disgraceful!
  
  <div class="cArrow"> </div><div class="cContentInner">In this country, we can't even manage all secondary schools to have this, let alone primaries. Disgraceful!</div>
  
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How to Master General Chemistry in 24 Hours - 84 views

started by william roper on 15 Dec 08 no follow-up yet

Education - 43 views

started by william roper on 15 Dec 08 no follow-up yet

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Project Fun Way: When Project Learning and Technology Meet | Edutopia - 43 views

www.edutopia.org/earning-technology-integration education project learning technology

shared by Vahid Masrour on 30 Mar 10 - Cached

But the Web is different; it's everyman's encyclopedia. "I gave them specific questions to look up," says MacLean, noting that she had already searched to make sure the answers were there and were understandable and accurate. "They could open their laptops and get it right then, and I would move on to the next activity."
- Vahid Masrour on 05 Apr 10
  
  keys to a methodology of web exploration for elementary and middle school (at least)?
  
  <div class="cArrow"> </div><div class="cContentInner">keys to a methodology of web exploration for elementary and middle school (at least)?</div>
  
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When coupled with professional development, the one-to-one laptop program demonstrably improves student learning. But the amount of instruction that teachers receive is also lopsidedlopsided. The state offers webinars and a training staff, but not all schools make use of them.
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Q&A on diaspora - 5 views

joindiaspora.com/...a-response-to-mr-villa.html facebook not-on-fb OpenSource socialmedia

shared by Philippe Scheimann on 06 May 10 - Cached

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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