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Rick Beach

U creates Open Academics textbook catalog to reduce student costs : UMNews : University... - 0 views

www1.umn.edu/...UR_CONTENT_383497.html

open-access textbooks books ebooks reading

shared by Rick Beach on 04 May 12 - No Cached
  • Rick Beach on 04 May 12
     
    U of Minnesota creates open-access textbook collection with faculty reviews.
Tero Toivanen

The Splintered Mind: Friends of the Stanford Encyclopedia of Philosophy - 0 views

schwitzsplinters.blogspot.com/...-stanford-encyclopedia-of.html

philosophy Stanford open university opensource open-access

shared by Tero Toivanen on 20 Jun 09 - Cached
  • Tero Toivanen on 20 Jun 09
     
    The Stanford Encyclopedia of Philosophy is to date the most visible and successful experiment in "open-access" -- that is, free -- academic philosophy.
maike online

Open Access Journals in Learning Technologies, Educational Technology, and e-learning (... - 0 views

spreadsheets.google.com/ccc

open access learning journals

shared by maike online on 30 Aug 10 - No Cached
  • maike online on 30 Aug 10
     
    List of Journals - open googledocument - collaboration
Maggie Verster

OpenLearn - The Open University - 0 views

openlearn.open.ac.uk

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shared by Maggie Verster on 16 Jun 09 - Cached
  • Maggie Verster on 16 Jun 09
     
    The OpenLearn website gives free access to Open University course materials.
realserviceitak

Buy Venmo Account- 100% Full Verified Phone Number - 0 views

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shared by realserviceitak on 14 Sep 23 - No Cached
  • realserviceitak on 14 Sep 23
     
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Carlos Quintero

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

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • 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
Maggie Verster

Open Access 101 - 23 views

vimeo.com/6973160

OER openaccess school2 research

shared by Maggie Verster on 08 Jun 11 - Cached
  • Maggie Verster on 08 Jun 11
     
    Explains what open access is.
Om Yoga Ashram

6 Days Yoga Retreats Mclo Dharamshala India - 0 views

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shared by Om Yoga Ashram on 30 Nov 20 - No Cached
  • Om Yoga Ashram on 30 Nov 20
     
    Daily 2 Yoga Classes Daily 2 Meditation Classes Clean, comfortable room (hot water / bathroom / Western toilet / sheets / pillows / blankets) double or single occupancy (Sharing) in Yoga Retreat Ashram Dharamsala 3 healthy and delicious vegetarian meals per day Unlimited purified water Participation in regular ashram classes and fire pujas Use of a yoga hall Participation in evening programs ( Aarati/music/kirtan ) Access to ashram library Free Wi-Fi internet laundering access (Self) 6 Night's Accommodation Open Roof Top Beautiful View From Balcony Learn Music Instrument Hot Drinks ( Indian Chai, Ginger, Lemon, Tulsi & Black Tea) Trekking- Triund, Galu Mata, River, Guna Mata, Sunset point, Naddi, Forest By Car- Norbulingka Institute, Tapowan, Karmapa Temple, Museum, Kangra Fort, Tea Garden, Stadium Sightseeing- Dalai Lama Temple, Mcleodganj Market, Church, Bhagsu Waterfall, Dal Lake, Dharamkot Classes- Yoga philosophy, Anatomy, Chakra Study, Mantra
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...

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

eLearn: Feature Article - 0 views

elearnmag.org/subpage.cfm

semanticweb web3.0 feature e-learning web 2.0 Roger C. Schank

shared by Tero Toivanen on 19 Apr 09 - Cached
  • The goal of the Semantic Web is to provide the capacity for computers to understand Web content that exists on systems and servers across the Internet, ultimately adding value to the content and opening rich new data, information, and knowledge frontiers.
  • In essence, the Semantic Web is a collection of standards, data structures, and software that make the online experience more detailed, intelligent, and in some cases, more intense.
  • In addition to the standards that govern the data and its structure, semantic technologies seek to define the framework and method of communication between systems.
  • ...6 more annotations...
  • This is a key component of the Semantic Web because IPAs will make the intelligent connections between content, mapping relationships, and alerting users and systems to content that previously would not have been identified, or if recognized, would have been discovered accidentally by searching or user recommendation. The Web will essentially be building correlations between defend types of learning interaction regardless of whether the user is online.
  • The potential of the Semantic Web could actually revolutionize the learning experience. Roger Schank, who helped found the Learning Center at Carnegie Mellon University, designed a new methodology that eliminates classes, tests, lectures, and even programs themselves.
  • Schank argues the most effective way to teach new skills is to put learners in the kinds of situations in which they need to use those skills, and to provide mentors who help learners as and when they need it. Effective learners come to understand when, why, and how they should use skills and knowledge. They receive key just-in-time lessons, in such a way that learners will most likely remember the information later when they need it. In a Semantic Web context, learning would be continuously invigorated with the obvious benefits being an increase in the quality of content and the sophistication of student interactions.
  • The prospect of applying semantic concepts to learning administration as well as direct pedagogy could offer benefits to the institution and the learner.
  • educational organizations should keep data secure while addressing issues around open access, though in principle the way would be clear to integrate systems across intranets and extranets.
  • Government agencies and lawmakers need to engender the broad necessity and the vision as well as provide adequate support and development mechanisms for those institutions and innovators wishing to further semantic applications within e-learning. Finally, and perhaps most importantly, the learners and tutors must embrace the new opportunities and pedagogical frontiers that a web of meaning could ultimately deliver.
  • Tero Toivanen on 19 Apr 09
     
    The goal of the Semantic Web is to provide the capacity for computers to understand Web content that exists on systems and servers across the Internet, ultimately adding value to the content and opening rich new data, information, and knowledge frontiers.
Tero Toivanen

Education Futures - Settlers of the Shift - 26 views

www.educationfutures.com/...settlers-of-the-shift

Tero Heiskanen Education Futures change civil rights conceptual map context creation cyberspace entrepreneurs media open access open society social networking society Technology thought leaders tools wisdom of crowds

shared by Tero Toivanen on 13 Dec 09 - Cached
  • Tero Toivanen on 13 Dec 09
     
    Settlers of the shift is an open map of experts, organizations and ideas that are scattered around the globe. It's for people whose work is shifting us towards a better tomorrow - a New World Order 2.0. This map aims to encourage people to connect across sectors and enable you to tie partnerships with like-minded individuals.
Tero Toivanen

Death By Wikipedia: Encyclopedia Britannica Stops Printing - 5 views

www.readwriteweb.com/...-britannica-stops-printing.php

death wikipedia encyclopedia Britannica open crowd-sourced

shared by Tero Toivanen on 14 Mar 12 - No Cached
  • Tero Toivanen on 14 Mar 12
     
    "In a move that will surprise very few, Encyclopedia Britannica is expected to announce that it will no longer print its 32-volume set of printed encyclopedias, the New York Times reports. This comes 244 years after the iconic reference books first went to press. The usefulness of such reference materials has been on the decline for years, especially since the advent of Wikipedia. Whatever flaws its open, crowd-sourced editorial model may invite, Wikipedia is generally regarded as a comprehensive and mostly-accurate source of information, which can be accessed for free."
Dimitris Tzouris

Open Science Resources - 47 views

www.osrportal.eu

science portal osr

shared by Dimitris Tzouris on 16 Jan 11 - No Cached
  • Dimitris Tzouris on 16 Jan 11
     
    The Open Science Resources (OSR) portal enables you to access the finest digital collections in European science centres and museums, to follow educational pathways connecting objects tagged with semantic metadata and to enrich the contents provided with social tags of your own choice.
  • Tero Toivanen on 17 Jan 11
     
    Thank you for sharing!
Kathleen N

ATutor Learning Content Management System: Information: - 0 views

www.atutor.ca/atutor

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shared by Kathleen N on 05 Aug 09 - Cached
  • Kathleen N on 05 Aug 09
     
    ATutor is an Open Source Web-based Learning Content Management System (LCMS/LMS) and social networking environment designed with accessibility and adaptability in mind. ATutor Social is a social networking module that allows ATutor users to connect with each other. They can gather contacts, create a public profile, track network activity, create and join groups, and customize the environment with any of the thousands of OpenSocial gadgets available all over the Web. ATutor Social can be used alone as a social networking application, or it can be used with the ATutor Learning Management System to create a social learning environment.
elliswhite5

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shared by elliswhite5 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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sophiya miller

A Comprehensive Guide to Top 10 Online Resources for Academic Success - 2 views

In the ever-evolving landscape of education, students often find themselves juggling multiple assignments, projects, and exams simultaneously. The digital era has not only transformed the way we ac...

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started by sophiya miller on 26 Dec 23 no follow-up yet
elliswhite5

Buy Spotify Account - Best Social Service Provider - 0 views

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shared by elliswhite5 on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
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cheryl capozzoli

MIT - Peter Suber, Open Access News - 0 views

www.earlham.edu/...niversity-wide-oa-mandate.html

shared by cheryl capozzoli on 20 Mar 09 - Cached
  • cheryl capozzoli on 20 Mar 09
     
    Wow, MIT continues to lead the way in Open collective collaborative intelligence!!
Martin Burrett

August 2016 UKEd Magazine - 0 views

ukedchat.com/...august-2016

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shared by Martin Burrett on 06 Aug 16 - No Cached
  • Martin Burrett on 06 Aug 16
     
    Free, open access online education magazine. This month's theme is 'wellbeing'. Magazine can also be downloaded as a PDF.
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