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Jeff Johnson

Publishing audio at will | ISTE's NECC09 Blog - 0 views

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    Blogs are naturally "publish at will" platforms. While blogs certainly CAN be configured to have new posts "moderated" by someone serving in the role of a gatekeeper, by default most blogs allow users to publish INSTANTLY. If you're interested in setting up a blog for moderated posting by students, I'd recommend using Class Blogmeister for this purpose. Wordpress blogs can be configured for contributor posts to be moderated as well, but this requires a bit of configuration. (This is the setup we're using here on ISTEconnects, btw.) On the Wordpress dashboard, under SETTINGS - GENERAL SETTINGS, we've checked the MEMBERSHIP box ANYONE CAN REGISTER and set the "New User Default Role" to be CONTRIBUTOR. With these configuration settings, new posts must be reviewed by a user designated as an "editor" or "administrator" before they become "live" on the site. For more on this, see the Wordpress.org CODEX article "Roles and Capabilities." To setup a free classroom or personal Wordpress blog you don't have to host yourself, I recommend using EduBlogs or Wordpress.com. Blogs setup with Blogger can similarly be setup as "team" blogs with moderated contributions from members which can include students and/or teachers. See the Blogger help article "How do I create a team blog?" for more details. My post from July 2008, "How can our school set up a team blog for teachers?" also gives more information about this for Wordpress users.
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
Glenn Hoyle

Microsoft Learning: Rapidly Create Online Courses - 0 views

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    The Microsoft Learning Content Development System (LCDS) is a free tool that enables the Microsoft Learning community to create high-quality, interactive, online courses. The LCDS allows anyone in the Microsoft Learning community to publish e-learning courses by completing the easy-to-use LCDS forms that seamlessly generate highly customized content, interactive activities, quizzes, games, assessments, animations, demos, and other multimedia.
Martin Burrett

Math Worksheets - Addition - 0 views

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    A random addition question worksheet generator with lots of options and levels. Publish your worksheets online and give the link to your student to complete. Worksheets are self marking. You can also print your worksheets. http://ictmagic.wikispaces.com/Maths
rainbowtraining1

Oracle Fusion Finance Functional Online Training - 0 views

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    Rainbow Training Institute is a leading training institute offering job oriented Oracle Fusion Finance Functional Online Training with experiance faculty with online support on Oracle Fusion Finance Functional Online Training in Hyderabad, Pune, Chennai, Mumbai, Bangalore. ORACLE FUSION PROCUREMENT COURSE CONTENT: FUNCTIONAL SETUP MANAGER OVERVIEW Getting Started in Oracle Fusion Applications Overview of Oracle Fusion Functional Setup Manager Overview of the Functional Setup Manager Implementation Overview Browsing and Configuring Offerings DEFINE COMMON APPLICATIONS CONFIGURATION Defining Enterprise Structures Configuring Enterprise Structures Overview Defining Geographies Defining Legal Jurisdictions and Authorities Managing Legal Entities Managing Legal Reporting Units Managing Business Units ORACLE FUSION GENERAL LEDGER Defining Chart of Accounts Defining Segment Values Assigning Segment Attributes Validation and Value Sets Assigning Segment Labels Creating Chart of Accounts Structure Chart of Account Instance Create Account Hierarchies Maintain Segment Value Attributes Deploy Flex fields Enabling Account Combinations Manage Segment Value Attributes Defining Segment Value Security Rules Creating Calendar Creating Currency Sharing Ledger Components Across Oracle Applications Accounting Configuration Prerequisites Building the Chart of Accounts Structure Create Account Hierarchies Maintain Segment Value Attributes Deploy Flex fields Enabling Account Combinations Manage Segment Value Attributes Defining Segment Value Security Rules Define Cross Validation Rules Define Data Access Set Define Currencies Define Rate types Import Daily Rates Define Primary Ledger Define Reporting Currencies Reporting Currencies Conversion Levels Define Secondary Ledgers Secondary Ledgers Conversion Levels Secondary Ledgers Mapping Define Secondary to Reporting Currencies Reporting Currencies Conversion Levels Balance Cubes Overview Define Budget Over view of Intercompany Ove
Dennis OConnor

Wikipedia:Notability - Wikipedia, the free encyclopedia - 1 views

  • This page in a nutshell: If a topic has received significant coverage in reliable secondary sources that are independent of the subject, it is presumed to satisfy the inclusion criteria for a stand-alone article.
  • General notability guideline Shortcut: WP:GNG If a topic has received significant coverage in reliable sources that are independent of the subject, it is presumed to satisfy the inclusion criteria for a stand-alone article. "Significant coverage" means that sources address the subject directly in detail, and no original research is needed to extract the content. Significant coverage is more than trivial but may be less than exclusive.[1] "Reliable" means sources need editorial integrity to allow verifiable evaluation of notability, per the reliable source guideline. Sources may encompass published works in all forms and media. Availability of secondary sources covering the subject is a good test for notability.[2] "Sources,"[3] defined on Wikipedia as secondary sources, provide the most objective evidence of notability. The number and nature of reliable sources needed varies depending on the depth of coverage and quality of the sources. Multiple sources are generally preferred.[4] "Independent of the subject" excludes works produced by those affiliated with the subject including (but not limited to): self-publicity, advertising, self-published material by the subject, autobiographies, press releases, etc.[5] "Presumed" means that substantive coverage in reliable sources establishes a presumption, not a guarantee, of notability. Editors may reach a consensus that although a topic meets this criterion, it is not suitable for inclusion. For example, it may violate what Wikipedia is not.[6] A topic for which this criterion is deemed to have been met by consensus, is usually worthy of notice, and satisfies one of the criteria for a stand-alone article in the encyclopedia. Verifiable facts and content not supported by multiple independent sources may be appropriate for inclusion within another article.
Tom Daccord

Grazing for Digital Natives - DigiStory20 - 61 views

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    Digital Storytelling with Web 2.0 -- Tools Online Video Editors Video Hosting Image Editors Image Resources Audacity (Sound Editor) Publish Audio Audio Resources Image / Video Mashups Timeline Generators Comics Tools Mind Mapping Mapping Tools Digital Storytelling with Web 2.0"
Sheri Edwards

Kids Create -- and Critique on -- Social Networks | Edutopia - 0 views

  • "With Web 2.0, there's a strong impetus to make connections," says University of Minnesota researcher Christine Greenhow, who studies how people learn and teach with social networking. "It's not just creating content. It's creating content to share."
  • And once they share their creations, kids can access one of the richest parts of this learning cycle: the exchange that follows. "While the ability to publish and to share is powerful in and of itself, most of the learning occurs in the connections and conversation that occur after we publish," argues education blogger Will Richardson (a member of The George Lucas Educational Foundation's National Advisory Council).
  • In this online exchange, students can learn from their peers and simultaneously practice important soft skills -- namely, how to accept feedback and to usefully critique others" work.
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  • "I learn how to take in constructive criticism," says thirteen-year-old Tiranne
  • image quality, audio, editing, and content
  • Using tools such as the social-network-creation site Ning, teachers can easily develop their own networks, Mosea says. "It is better to create your own," he argues. "If a teacher creates his or her own network, students will post as if their teacher is watching them, and they'll tend to be more safe. "You can build social networks around the curriculum," Mosea adds, "so you can use them as a teaching resource or another tool." An online social network is another tool -- but it's a tool with an advantage: It wasn't just imposed by teachers; the students have chosen it.
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    Self-Directed Learning "When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
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    "Self-Directed Learning When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
Jim Farmer

AAAS - The World's Largest General Scientific Society - 6 views

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    The American Association for the Advancement of Science, "Triple A-S" (AAAS), is an international non-profit organization dedicated to advancing science around the world by serving as an educator, leader, spokesperson and professional association. In addition to organizing membership activities, AAAS publishes the journal Science, as well as many scientific newsletters, books and reports, and spearheads programs that raise the bar of understanding for science worldwide.
Cathy Oxley

Stenhouse Publishers: Engaging the Eye Generation Blog Tour - 0 views

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    "We have to link real learning to real lives," Johanna Riddle writes in the Introduction to her book. "If we genuinely want to reach our students where they are, show them how to apply technology meaningfully and substantively, and encourage independent, criticial, and creative thinking, we must be prepared to help them navigate life in the twenty-first century."
Nigel Coutts

Creating a Generation of Innovators - 14 views

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    Innovation is very much on the agenda in Australian and globally. The OECD publishes lists of nations most likely to succeed through innovation and nations seek to encourage increased innovation to maintain their competitive edge. The result of this in Australia is the recent launch of a new 'Innovation Australia' policy with wide reaching measures to encourage and foster a culture of innovation.
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    goodby 2015 welcome 2016 to all friends
Angel Lee

Advantages of Joomla Website Design - 1 views

Joomla CMS has commonly become the major resource of many kind of websites as it differentiates cms from back-end maintenance of web design. Joomla is one of the most generally used CMS in the whol...

web2.0 technology tools resources collaboration science

started by Angel Lee on 08 Jan 13 no follow-up yet
James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
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  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
Hare Marke

Buy Facebook Followers - 100% Active and Real - 0 views

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    Why Would You Want to Invest in Facebook Followers? Facebook is one of the most widely used social networking platforms. With over 2 billion monthly active users, it makes sense that companies want a piece of the action. Having a sizable following is one of the finest methods to make your company stand out on Facebook. When potential clients discover that you have a large following, it increases the credibility and reliability of your company. It demonstrates that you have a loyal following of clients that are interested in your brand. Buy Facebook Followers There are a number of reasons why you should invest in Facebook followers: 1) Increase your perceived credibility and dependability 2) Expand the audience for your postings; 3) Discover more about your intended audience. 4) Generate leads and increase sales 5) Make improvements to your social media marketing plan Purchasing Facebook fans can assist you in achieving your company's goals and objectives. You can increase your credibility, reach more people, and produce leads and sales if you have a sizable following. How to Get Facebook Followers Organically? You may increase your Facebook following naturally in a few different methods. Posting engaging and intriguing information is the most efficient. They are more likely to follow you if you frequently publish stuff that your Facebook friends appreciate and share. Participating in Facebook groups is another approach to naturally increase followers. Buy Facebook Followers An active group member is more likely to be followed by other group members. Create a Facebook page for your company or personal brand to attract more followers. If your webpage is updated regularly, Buy Facebook FollowersIs it secure to purchase Facebook fans? Facebook is one of the most widely used social media sites, with more than 2 billion active users each month, as we are all aware. As a result, it is not surprise that many companies wish to use this chance to reach a wider audi
Fabian Aguilar

The End in Mind » An Open (Institutional) Learning Network - 2 views

  • There are components of an open learning network that can and should live in the cloud: Personal publishing tools (blogs, personal websites, wikis) Social networking apps Open content Student generated content
  • Some tools might straddle the boundary between the institution and the cloud, e.g. portfolios, collaboration tools and websites with course & learning activity content.
  • Other tools and data belong squarely within the university network: Student Information Systems Secure assessment tools (e.g., online quiz & test applications) Institutional gradebook (for secure communication about scores, grades & feedback) Licensed and or proprietary institutional content
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  • To facilitate the relationships between students and teachers, students and students, and students and content, universities need to provide students the ability to input additional information about themselves into the institutional repository, such as: URLs & RSS feeds for anything and everything the student wants to share with the learning community Social networking usernames (probably on an opt-in basis) Portfolio URLs (particularly to simplify program assessment activities) Assignment & artifact links (provided and used most frequently via the gradebook interface)
  • Integrating these technologies assumes: Web services compatibility to exchange data between systems and easily redisplay content as is or mashed-up via alternate interfaces RSS everywhere to aggregate content in a variety of places
  • While there’s still a lot of work to do, this feels like we’re getting closer to something real and doable. Thoughts?
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