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sophiya miller

The Virtual Classroom: How Online Learning Reshapes Mechanical Engineering Education - 3 views

In the fast-paced world of academia, students pursuing mechanical engineering often find themselves grappling with the complexities of their coursework. From intricate design projects to challengin...

#takemyclasscourse #college #university #education #student

started by sophiya miller on 29 Dec 23 no follow-up yet
Nigel Coutts

Thinking and learning in the postnormal era - The Learner's Way - 4 views

thelearnersway.net/...learning-in-the-postnormal-era

thinking learning postnormal post truth education teaching

shared by Nigel Coutts on 01 Sep 19 - No Cached
  • Nigel Coutts on 01 Sep 19
     
    We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. 
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
Ruth Howard

GAME School Opens in New York:Quest to Learn | HASTAC - 0 views

www.hastac.org/1959

games learning teaching curriculum lHenry Jenkins MIT digital media new school ecology

shared by Ruth Howard on 16 Apr 09 - Cached
  • In an atmosphere of academic excellence, Quest aims to foster the type of learning that is possible today—learning based on access to online resources and tools from around the globe, learning that supports customized content for every student on demand, learning that is game-like in its ability to inspire and motivate. “In an age when low-income urban kids continue to drop out of school at alarming rates, yet research is consistently showing the high levels of engagement youth are exhibiting in various media platforms, it is incumbent upon educators to take notice and indeed redirect teaching methods to meet the needs and interests of students,” says Schwartz.
  • a robust industry mentorship program allow students opportunities to learn alongside experts, s
  • critical pedagogic tool in secondary education.”
  • ...7 more annotations...
  • 21st century learning materials and assessment
  • teacher training and digital arts
  • “learn by doing” through coursework focused on helping students make connections between ideas and skills in real world contexts. Enhanced literacy and math instruction occurs daily and all students have opportunities to gain expertise in reading, writing, and designing with digital media, including taking courses in computer programming, media arts, and game design. A fully integrated Wellness curriculum supports students in achieving healthy hearts, minds, and bodies.
  • based on research on how students today learn best
  • daily workshops in numeracy and literacy for struggling students,
  • cues from the media-rich learning kids are engaged in outside of school
  • expect a school that is all about beauty, science, thinking, learning, excitemen
  • Ruth Howard on 16 Apr 09
     
    A new New York school-curriculum by game designers fully integrating a new learning ecology.
Mendi Benigni

Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225846

versus mobile education web2.0 tools

shared by Mendi Benigni on 01 Apr 11 - No Cached
    • Mendi Benigni
      Mendi Benigni on 01 Apr 11
       
      It seems like it's more about multimedia stimulating the brain in different areas rather than the fact that it's mobile or portable.
  • need to move beyond the heavy reliance on text.
  • 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),
  • ...16 more annotations...
  • it's not enough for CourseSmart to make PDF-like copies of textbooks available for students to purchase; instead, we need the type of interactivity we're starting to see from the textbooks available in Inkling.
  • transformative
  • we need to think more systematically about how to design education to facilitate learning
  • We need to provide materials or applications that allow students to practice identifying parts of the body on their mobile multimedia devices before taking the high-stakes midterm or final exam.
  • At minimum we could be asking our students to capture raw material from the real world and engage with it based on the concepts we are teaching them.
  • It's one thing to learn about different architectural styles in a Western Civ or Construction textbook or lecture; it's another to apply what you've learned by going out into the community and taking pictures of buildings and then identifying the architectural influences
  • In both cases the activity of capturing "raw" digital material can lead to further learning or assessment activities where students might develop multimedia projects.
  • a Citrix server with the ability for students to check out laptops and iPads with Citrix running on them gives faculty outside of the art and business departments the ability to require students to manipulate images. For example, Scottsdale Community College in Arizona has a Citrix environment that allows students to access applications like Photoshop on an iPad (Figure 6).
  • engaging
  • away from how instructors teach to how students learn. Research now shows that successful learning needs to be act
  • active
  • connect to the students' prior knowledge
  • simulate real-world experiences
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile multimedia devices as only consumption devices and get students using them as production devices.
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile mu
  • mobile devices not only makes the content more accessible, it also helps students engage the content using multiple senses
Tero Toivanen

How the Flipped Classroom Turned Me into a Better Student - Getting Smart - 38 views

gettingsmart.com/...urned-me-into-a-better-student

shared by Tero Toivanen on 06 Dec 12 - No Cached
  • Tero Toivanen on 06 Dec 12
     
    "The flipped classroom made a huge impact on my education - and life. Without the change in my class structure, I don't think I would be applying to colleges and thinking about continuing my education beyond high school. Not only did my grades and scores improve, but I began enjoying school and learning, and it taught me how to learn and think on my own. The flipped class turned me into a better student."
richars-jones

Top 10 Strategies for Excelling in Your Online Classes with TakeMyClassCourse - 7 views

Your post serves as a valuable resource for those seeking educational content. The thoughtful analysis and clarity of presentation make it a standout contribution to the academic community.

college university education takemyclasscourse student

started by sophiya miller on 16 Dec 23 1 follow-up, last by richars-jones on 25 Jan 24
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
  • ...23 more annotations...
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Nigel Coutts

Project Zero Turns 50 - The Learner's Way - 8 views

thelearnersway.net/...project-zero-turns-50

education teaching learning thinking mind

shared by Nigel Coutts on 15 Oct 17 - No Cached
  • Nigel Coutts on 15 Oct 17
     
    This year is the fiftieth birthday of Harvard's Project Zero, a research project designed to explore the nature of thinking and learning and from this suggest pedagogies which align with what we know about the mind. For its birthday celebration Project Zero shared insights from its five decades of research with presentations from Howard Gardner, David Perkins, Shari Tasman, Steve Seidel and Daniel Wilson. The presentations revealed the changing nature of the work of Project Zero from its early days and focus on arts education to its current position as a research organisation with broad interests across education but with a focus on thinking, understanding and the workings of the mind.
sophiya miller

Navigating the Biological Realm: A Dive into the Advantages of Our Online Biology Courses! - 2 views

Are you ready to embark on a journey of academic excellence in the world of biology? There are some situations which make the students think who will take my online biology class to complete my pr...

college student university education takemyclasscourse

started by sophiya miller on 12 Dec 23 no follow-up yet
sophiya miller

How much does it cost to avail TakeMyClassCourse for online Physics classes? - 3 views

In the dynamic landscape of education, online learning has become an integral part of academic pursuits. There are some situations which make the students think who will Take My Online Physics Clas...

#takemyclasscourse #college #university #education #student

started by sophiya miller on 09 Jan 24 no follow-up yet
Nigel Coutts

All learning is a consequence of thinking - The Learner's Way - 5 views

thelearnersway.net/...g-is-a-consequence-of-thinking

learning consequence thinking teaching education

shared by Nigel Coutts on 06 Oct 19 - No Cached
  • Nigel Coutts on 06 Oct 19
     
    All learning is a consequence of thinking. I have these words printed and posted on the wall above my desk. It is a reminder of what I believe is a vital understanding. The consequences of this one statement are quite profound. They fundamentally shape what I do as an educator and the experiences I hope to create for my learners.
sadianazeer

Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? - 21 views

blogs.kqed.org/...opportunities-for-all-students

education

shared by sadianazeer on 26 Aug 14 - No Cached
Wendy Cribb liked it
  • The elements that make up this approach are not necessarily new — great teachers have been employing these tactics for years. But now there’s a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a Deeper Learning MOOC (massive open online course), organized by a group of schools, non-profits, and sponsored by the Hewlett Foundation.
  • So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.
  • “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.
  • Paul Beaufait on 26 Aug 14
     
    Schwartz (2014.02.28) acknowledged that approaches fostering deeper learning are not new, and pointed out related competencies derived from a MOOC. She also highlighted challenges of assessing such competencies.
  • Paul Beaufait on 26 Aug 14
     
    Schwartz (2014.02.28) acknowledged that approaches fostering deeper learning are not new, and pointed out related competencies derived from a MOOC. She also highlighted challenges of assessing such competencies.
  • sadianazeer on 14 Oct 14
     
    .
marciabeard

Buy 5 Star Google Reviews - 100% Positive 5 Star Non-Drop ... - 0 views

realserviceit.com/...buy-5-star-google-reviews

education web2.0 technology learning tools teaching resources collaboration science Free

shared by marciabeard on 26 Jul 23 - No Cached
  • nathanielcowan54 on 26 Jul 23
     
    Buy 5 Star Google Reviews Introduction A fantastic option for companies to receive client feedback is through Google 5 Star Reviews. Customers can use it as a useful tool while selecting a company. Customers can discover more about a company's goods or services, customer support, and other information by reading reviews. What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as G
  • ...1 more comment...
  • wallaceclient56 on 17 Aug 23
     
    Buy 5 Star Google Reviews Introduction A fantastic option for companies to receive client feedback is through Google 5 Star Reviews. Customers can use it as a useful tool while selecting a company. Customers can discover more about a company's goods or services, customer support, and other information by reading reviews. What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as G
  • Hare Marke on 30 Dec 23
     
    What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as Google 5 Star Reviews. A written review can also be left by customers. Businesses need to hear this input because it can help them make improvements to their goods and services. Businesses are more likely to draw new customers if they consistently receive five-star evaluations. Potential clients are more inclined to trust a
  • marciabeard on 30 Dec 23
     
    What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as Google 5 Star Reviews. A written review can also be left by customers. Businesses need to hear this input because it can help them make improvements to their goods and services. Businesses are more likely to draw new customers if they consistently receive five-star evaluations. Potential clients are more inclined to trust a
Nigel Coutts

Getting started with Deep-Learning - Part B - The Learner's Way - 2 views

thelearnersway.net/...rted-with-deep-learning-part-b

education deep-learning understanding learning teaching thinking

shared by Nigel Coutts on 08 Jun 20 - No Cached
  • Nigel Coutts on 08 Jun 20
     
    With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

21stcenturion.blogspot.com/...21st-century-questions.html

21stcenturyskills

shared by J Black on 31 Jan 09 - Cached
  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
      J Black on 31 Jan 09
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
      J Black on 31 Jan 09
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
      J Black on 31 Jan 09
       
      This is really, really well said here...bravo
  • ...2 more annotations...
  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
      J Black on 31 Jan 09
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
  • J Black on 31 Jan 09
     
    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
Juan Carlos de Lassaletta

online learning insights | A Blog about Open and Online Education - 24 views

onlinelearninginsights.wordpress.com

learning teaching online learning online education MOOC

shared by Juan Carlos de Lassaletta on 10 Mar 14 - No Cached
  • Gaby K. Slezák on 10 Mar 14
     
    This article examines the potential of synchronous communication in online education by analyzing the newest tools and platforms that facilitate real-time group communication, and the pedagogy associated with implementing synchronous communication tools into asynchronous learning environments.
  • Juan Carlos de Lassaletta on 11 Mar 14
     
    The next big-think in online education: learning in real time
Kerry J

Latest News - Digital Learning - 0 views

digitallearning.macfound.org/...Latest_News.htm

education 21stcenturylearning technology learning edauILu ILUedau

shared by Kerry J on 25 Sep 09 - Cached
  • Kerry J on 25 Sep 09
     
    The digital media and learning initiative acknowledges the emerging vernacular of young people who are "growing up digital" and embraces the writing, thinking, and design tools of the digital age. It is seeking to answer questions such as: Are young people fundamentally different because of their exposure to technology? What environments and experiences capture their interest and contribute to their learning? What are the implications for education? It includes ethnography, the development of media literacy, and the connection between games and learning.
Dennis OConnor

The Essential Role of Information Fluency in E-Learning and Online Teaching | The Sloan... - 0 views

www.sloan-c.org/1279

sloan 21cif information fluency informationliteracy e-learning

shared by Dennis OConnor on 31 Dec 08 - Cached
  • Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.
  • As online teachers and learners we work in a computer where information is just a few keystrokes away.
  • I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
  • Dennis OConnor on 31 Dec 08
     
    I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
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