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majestic1 majestic1

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J'ai dit les pouvoirs intermédiaires, subordonnés et dépendants: en effet, dans la monarchie, le prince est la source de tout pouvoir politique et civil. Ces lois fondamentales supposent nécessaire...

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même quand je les vois patir ; je m'.te tous les jours pour eux les choses de la bouche ; et c'est être, Monsieur, d'un naturel trop dur, que de n'avoir nulle pitié de son prochain.Harpagon Le trav...

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Mais si l'on pousse l'enrichissement à 95%, on obtient de l'uranium de qualité militaire, dont il suffit de posséder une certaine quantité (la fameuse «masse critique», autour de 15 kg) pour faire ...

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Mais elles pourraient également décider de se ranger du côté occidental, pour ne pas se mettre à dos Washington. Signe d'une impatience accrue, le ministre allemand des Affaires étrangères, Frank-W...

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Ainsi, un Ecossais vivant en Angleterre ne peut participer au scrutin. Les électeurs devront répondre "oui" ou "non" à la question: "L'Ecosse doit-elle être un pays indépendant ?" Un "oui" mettrait...

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La gestion de la situation au cours des six prochains mois, unequestion majeure de lOPEP ALGER Le ministre algérien de lEnergie et des Mines, ChakibKhelil, qui est également le président en exercic...

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Quant au mouvement, il serait créé par des cumulonimbus chargés en électricité, ce qui se (...)L'interdiction des néonicotino?des - ces pesticides qui contribuent notamment à décimer les abeilles -...

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Quant au mouvement, il serait créé par des cumulonimbus chargés en électricité, ce qui se (...)L'interdiction des néonicotino?des - ces pesticides qui contribuent notamment à décimer les abeilles -...

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Minna Koskinen

JISC TechDis - Welcome to JISC TechDis - 0 views

www.techdis.ac.uk/index.php

accessibility e-learning m-learning technology

shared by Minna Koskinen on 21 Jun 10 - Cached
  • Minna Koskinen on 21 Jun 10
     
    "The JISC TechDis Service aims to be the leading educational advisory service, working across the UK, in the fields of accessibility and inclusion."
Dimitris Tzouris

A Full Year of Algebra Class on Your iPad - 42 views

m.gizmodo.com/...-of-algebra-class-on-your-ipad

ipad algebra gizmodo technology education learning

shared by Dimitris Tzouris on 10 Sep 10 - No Cached
  • Dimitris Tzouris on 10 Sep 10
     
    "A Full Year of Algebra Class on Your iPad"
Tom Daccord

projo.com - 0 views

hosted.ap.org/...ME_2ND_GRADE_TWITTERING_MEOL-

twitter writing elementaryschool

shared by Tom Daccord on 13 Mar 09 - Cached
  • Tom Daccord on 13 Mar 09
     
    Maine 2nd graders exchange Tweets ORONO, Maine (AP) -- Twitter, the online social networking service that's become popular with celebrities and politicians, is linking second-grade classes in two Maine towns. Mrs. White's class in Orono has been Twittering for about a month with Mr. Thompson's class in Greene, exchanging messages that can't exceed 140 characters. Debbie White said she decided to bring the micro-blogging site to her classroom to help her pupils learn writing skills by composing messages, known as Tweets.
Tero Toivanen

Education Futures - Going global and purposive - 0 views

www.educationfutures.com/...going-global-and-purposive

Education Futures Education 3.0 China human capital development Internet knowledge m-learning teaching technologies tools

shared by Tero Toivanen on 08 Apr 09 - Cached
  • Five years ago, an amazing teacher or professor with the ability to truly catalyze the lives of his or her students could realistically hope to impact maybe 100 people each year. Today that same teacher can have their words spread on video to millions of eager students.
  • So, there we go. The question isn’t access to technologies, but how we make the most of the technologies and knowledge resources available. Rather than blindly advocating for technological adoption, is it now time to focus on the purposive use of technologies for human capital development?
Tero Toivanen

Why boys will pick Bob over Barbie - children are genetically programmed, say scientist... - 0 views

www.dailymail.co.uk/...programmed-say-scientists.html

genetics genetically programmed boys girls gender biological differences social pressure study research toys

shared by Tero Toivanen on 01 Jul 09 - Cached
  • Tests involving children as young as three months suggest biological differences and not social pressures dictate which toys children like to play with. The U.S. study looked at babies aged three to eight months - before they can identify even the gender of other people.
  • Researchers placed a doll and truck inside a puppet-theatre style box and showed them to 30 children - 17 boys and 13 girls - for two ten-second intervals.The findings, from researchers at Texas A&M University, overturn conventional wisdom that children's toy preferences are down to social conditioning.
  • For the study, led by Gerianne Alexander, researchers set up a presentation box similar to a puppet theatre and placed a doll and truck inside.
  • ...4 more annotations...
  • Eye-tracking technology measured how many times and how long the babies focused or 'fixated' on each object.
  • The researchers found that 'girls showed a visual preference for the doll over the toy truck and boys compared to girls showed a greater number of visual fixations on the truck'.
  • It seems unlikely that object interests in infants younger than nine months of age are a result of internal motivation to conform to external referents of gender role behaviour.
  • The study reinforces the findings of previous research by Dr Alexander involving green vervet monkeys. Male monkeys spent more time playing with traditional male toys such as a car and a ball than did female monkeys. The female monkeys, however, spent more time playing with a doll and a pot than did the males. 
  • Tero Toivanen on 01 Jul 09
     
    The researchers found that 'girls showed a visual preference for the doll over the toy truck and boys compared to girls showed a greater number of visual fixations on the truck'.
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
  • ...10 more annotations...
  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
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