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Hare Marke

Buy Twitter Accounts - Cheap prices. Accounts store - 0 views

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shared by Hare Marke on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
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  • Hare Marke on 18 Apr 24
     
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raseorakesh

Web Development Company Singapore - 0 views

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shared by raseorakesh on 10 Jun 24 - No Cached
  • raseorakesh on 10 Jun 24
     
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timmhaubrich532

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shared by timmhaubrich532 on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
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  • elliswhite5 on 02 Apr 24
     
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  • timmhaubrich532 on 27 Jul 24
buy5starshop1020

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shared by buy5starshop1020 on 16 Apr 25 - No Cached
  • buy5starshop10 on 16 Apr 25
     
    Sitejabber has strict policies against fake or paid reviews. If the platform detects any suspicious activity or purchases of reviews, they may impose severe penalties on the business, including account suspension or removal from the platform. These penalties can significantly harm the company's credibility and trustworthiness.
  • buy5starshop1020 on 14 May 25
     
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buy5starshopr

Buy Facebook Negative Reviews - Boost Your Online Reputation - 0 views

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shared by buy5starshopr on 16 Apr 25 - No Cached
  • buy5starshop10 on 16 Apr 25
     
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  • buy5starshop1020 on 14 May 25
     
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  • buy5starshopr on 15 May 25
     
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buy5starshop1020

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shared by buy5starshop1020 on 14 May 25 - No Cached
  • buy5starshop1020 on 14 May 25
     
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buy5starshopr

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shared by buy5starshopr on 16 Apr 25 - No Cached
  • buy5starshop10 on 16 Apr 25
     
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  • buy5starshopr on 15 May 25
     
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shared by buy5starshopr on 16 Apr 25 - No Cached
  • buy5starshop10 on 16 Apr 25
     
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  • buy5starshop1020 on 14 May 25
     
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  • buy5starshopr on 15 May 25
     
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shared by buy5starshopr on 16 Apr 25 - No Cached
  • buy5starshop10 on 16 Apr 25
     
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Brown Hemert

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Tero Toivanen

The corridor of uncertainty: Why aren't open educational resources being used? - 33 views

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shared by Tero Toivanen on 04 Apr 12 - No Cached
Newman Lanier liked it
  • the main reasons behind the reluctance to use OER are the following:
  • Tradition. My course, my class, my classroom, my way. Teachers are proudly independent and proud of their courses and teaching methods.
  • Concern about openness. Many are worried about digital rights and have been brought up to believe that you must protect your own work from theft.
  • ...5 more annotations...
  • Lack of official approval. Even if many teachers are highly self-sufficient there is still a great respect for authorities.
  • Open Access would not have become accepted without an EU directive.
  • Trust. Linked to all the above but many teachers are uneasy about the trustworthiness of material found on the net. There's a perception that anything that's free on the net can't be very valuable and that printed material with a price tag is automatically more credible. We need quality assurance and some kind of faculty peer review to build trust.
  • Comfort: Textbooks are designed a certain way to offer a bundle of curriculum bliss, topped with slides and quizzes. OER need to be found, sequenced, and often require to fill in the gaps. That's scary work for some faculty.
  • 1. Help each other to find what we believe is good OER in "our" subject areas.2. Create a system and agree on how to (meta)tag OER we found in a similar way (with subject area, level, learning outcomes, language,type of media etc.) and make everyone use this. 3. Make it possible for users (teachers & students) to evaluate(rate)and review OER in a similar way that we today rate books,hotels ( like at Amazone.com, Hotels.com etc). 4. Create a way to show all this in one place on Internet
Thomas Ho

The Washington Monthly - The Magazine - The Siege of Academe - 0 views

www.washingtonmonthly.com/..._its_three_oclock_in039373.php

shared by Thomas Ho on 01 Sep 12 - No Cached
  • At a certain point, probably before this decade is out, that parallel universe will reach a point of sophistication and credibility where the degrees—or whatever new word is invented to mean “evidence of your skills and knowledge”—it grants are taken seriously by employers. The online learning environments will be good enough, and access to broadband Internet wide enough, that you won’t need to be a math prodigy like Eren Bali to learn, get a credential, and attract the attention of global employers. Companies like OpenStudy, Kno, Quizlet, Chegg, Inigral, and Degreed will provide all manner of supportive services—study groups, e-books, flash cards, course notes, college-focused social networking, and many other fabulous, as-yet-un-invented things. Bali isn’t just the model of the new ed tech entrepreneur—he’s the new global student, too, finally able to transcend the happenstance of where he was born.
  • Colleges with strong brand names and other sources of revenue (e.g., government-sponsored research or acculturating the children of the ruling class) will emerge stronger than ever. Everyone else will scramble to survive as vestigial players.
  • Thomas Ho on 01 Sep 12
     
    I bookmarked the LAST page of this article to highlight the likely OUTCOMES & conceivable timeframe of this DISRUPTION...you can go to the bottom of the article to jump to the beginning. I know it's a LONG article, but it is worth the read!
Paul Welsh

Students trust high Google search rankings too much - 31 views

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shared by Paul Welsh on 10 Oct 10 - Cached
  • educators should tell students how and why certain websites should be considered credible in class
  • Paul Welsh on 10 Oct 10
     
    the skill of critically assessing search results need to be taught
anonymous

Are you listening to this?… Why, yes. I am. But, are you? « Real Reasons to W... - 0 views

reasonstowrite.wordpress.com/...-this-why-yes-i-am-but-are-you

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shared by anonymous on 20 Jul 08 - Cached
  • literacy is situated, contextual, social, multiple, active and a component of identity. New literacies don’t replace former literacies. This isn’t a situation of either “new literacies” or “old literacies.”
  • Teaching English is about opening up what counts as valued communication, inviting ALL students to engage in multimodal discourses, and to put their knowledge to work. We produce and consume media; expertise means leveraging tools and spaces in intentional, productive ways; and we participate in global communities that are keenly, deeply invested
  • importance of balance across literacies by providing opportunities for students to demonstrate their knowledge through multiple modes - and to engage, where possible, with “struggleware.”
  • ...2 more annotations...
  • be transparent when teaching - and to empower students to teach and attain a whole new level of credibility. If I teach in the ways that they inspire me to consider, I am empowering students to engage with literacies that value the ways that they are multiply literate
  • They challenge me to be a gateopener, rather than a gatekeeper.
  • anonymous on 20 Jul 08
     
    A response to Marc Prensky's BLC'08 session on teaching programming
Carlos Quintero

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

innovateonline.info/index.php

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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
Dennis OConnor

Why should we check the accuracy of information on a web page? - 2 views

21cif.com/...accuracy

shared by Dennis OConnor on 01 Apr 09 - Cached
  • 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
  • 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.
  • Dennis OConnor on 01 Apr 09
     
    A one page overview of how to check the accuracy of information. Includes a link to an online learning game to help learn essential concepts.
Russell D. Jones

News: Making Wikis Work for Scholars - Inside Higher Ed - 0 views

www.insidehighered.com/...wiki

Wikipedia at College

shared by Russell D. Jones on 04 May 09 - Cached
  • 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.
  • "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,"
    • Russell D. Jones
      Russell D. Jones on 04 May 09
       
      Uses of Wikipedia in the Classroom
  • 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.
  • ...2 more annotations...
  • In other words, what happens to articles once they're posted? Will they be watered down or made inaccurate by someone with no relevant credentials? Wikipedians would argue that credentials are besides the point -- that anyone with a computer can police the encyclopedia by judging source material, sifting through edits and using a neutral tone to describe disputes. It's a dynamic that Sorin Matei, a communications professor at Purdue University, describes this way: "He who can sit for the longest in front of the computer is right."
  • accountability
Roberta Bandfield

Vaughan Memorial Library : Tutorials : Credible Sources Count! - 15 views

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shared by Roberta Bandfield on 26 Mar 10 - Cached
  • Roberta Bandfield on 26 Mar 10
     
    "Content on this page requires a newer version of Adobe Flash Player. Get Adobe Flash player "
liza cainz

HP Support Service for Printers - 1 views

In the office, frequent glitches of our HP DeskJet printer are a major source of headaches and stress. That is why I decided to hire the services of Help Gurus who is known to be a credible provide...

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started by liza cainz on 23 Feb 11 no follow-up yet
Nikki Red

SEO is a Smart Online Marketing Investment - 1 views

Just a few months ago, my small computer store in Kent was almost to go bankrupt with only a few thousand pounds left in my bank account. Fortunately, a good friend of mine referred me to Nick Redd...

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started by Nikki Red on 31 May 11 no follow-up yet
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