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shahbazahmeed

gfdgfdgfdgf - 0 views

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technology web2.0 education

started by shahbazahmeed on 12 May 21 no follow-up yet
continuumdigital

Open source development services Toronto | Continuum - 0 views

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    Continuum is a pioneer in plug & play theme designs, customization of various open source platforms and related open source development services. Opensource platforms we work for but not limited to * WordPress * Magento * Drupal * OsCommerce * Joomla * loaded Commerce Get in touch for the best opensource services in Toronto, Canada.
Suntec OSS

Hire WordPress Developers - 0 views

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    Hire WordPress developers to get outsourced WordPress development services to install, design, customize an influential WordPress CMS with SunTecOSS Open Source experts or developers
Shane Brewer

edbuzz.org » Revenge of the Edupunks - 20 views

  • The education futurists see the development of Web 2.0 as the final death knell of the 20th century learning model. The proliferation of open source learning tools, social media technology, mobile learning tools, and the ability of educators to cheaply and effectively construct rich, complex, individualized learning experiences for students is bound to revolutionize education.
  • In some ways, integrating technology with high school and college curriculum may seem like a simple task, but any experienced educator will tell you it’s definitely not. Shifting from a classroom mindset to an online mindset not only presents significant practical problems, but the transformation can be very difficult for teachers to conceptualize.
  • Although the potential benefits online learning presents are exciting, shifting the way educators think about teaching and learning is definitely not an easy task. Nevertheless, the more students and their parents demand highly individualized and inexpensive curriculum, educators will be forced to change the way they deliver instruction. The market forces that are shaping today’s schools will, at the most fundamental level, disrupt the current educational model. The problem we face as educators is deciding which tools we should use and the best ways to use them. Finding a solution to this problems might require the sort of radical thinking the edupunks like to embrace.
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    "The education futurists see the development of Web 2.0 as the final death knell of the 20th century learning model. The proliferation of open source learning tools, social media technology, mobile learning tools, and the ability of educators to cheaply and effectively construct rich, complex, individualized learning experiences for students is bound to revolutionize education."
Patricia Donaghy

SourceForge.net: FreeMIS - 0 views

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    The FreeMIS project is an Open Source, web based, Management Information System for high schools. It has recently been ported to the new Ruby on Rails web development framework. Initially the development will focus on the requirements of UK schools.
justquestionans

CIS 515 WEEK 4 Assignment - Just Question Answer - 0 views

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    Imagine that you work for a consulting firm that offers information technology and database services. Part of its core services is to optimize and offer streamline solutions for efficiency. In this scenario, your firm has been awarded a contract to implement a new personnel system for a government agency. This government agency has requested an optimized data repository for its system which will enable the management staff to perform essential human resources (HR) duties along with the capability to produce ad hoc reporting features for various departments. They look forward to holding data that will allow them to perform HR core functions such as hiring, promotions, policy enforcement, benefits management, and training. Using this scenario, write a three to four (3-4) page paper in which you: 1. Determine the steps in the development of an effective Entity Relationship Model (ERM) Diagram and determine the possible iterative steps / factors that one must consider in this process with consideration of the HR core functions and responsibilities of the client. 2. Analyze the risks that can occur if any of the developmental or iterative steps of creating an ERM Diagram are not performed. 3. Select and rank at least five (5) entities that would be required for the development of the data repositories. 4. Specify the components that would be required to hold time-variant data for policy enforcement and training management. 5. Diagram a possible 1:M solution that will hold salary history data, job history, and training history for each employee through the use of graphical tools in Microsoft Word or Visio, or an open source alternative such as Dia. Note: The graphically depicted solution is not included in the required page length.
Ruth Howard

Social Media Classroom - 0 views

  • The Social Media Classroom is a set of free and open source social media
  • It was initially created by Howard Rheingold and Sam Rose
  • Colab was created specifically to teach social media theory by the use of social media, a
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  • Although the Colab was created specifically to teach social media theory by the use of social media, and the Social Media Classroom includes resource lists, syllabi, and , lesson plans focused on that specific subject, it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in. We’re devoting an instance of the Colab to converations among educational practitioners that we hope to grow into a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education. The hope of those who created the initial Colab and accompanying curricular and support material is that this effort, and the tools we provide, will inspire others to vastly expand and deepen our resource repository, add their syllabi and lesson plans, discuss with and learn from others. We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video. The Colab is based on Drupal, a free and open source Content Management System, and we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
  • it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in.
  • a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education.
  • We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video.
  • we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
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
Peter Horsfield

Juliana Rotich - Extraordinary People Changing the Game - 0 views

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    Meet the extraordinary young entrepreneur, philanthropist, blogger and IT professional who is most known for developing Ushahidi, an open-source software platform that is designed to provide crisis reporting and information, Juliana Rotich. "I am, as optimistic about the world, and as action-oriented as I aspired to be". To read more about Juliana Rotich visit www.thextraordinary.org
April H.

The Xerte Project - The Xerte Wiki - 0 views

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    A community wiki for information related to the Xerte Project. Xerte is a free and open source tool to develop e-learning.
takshilalearn

Why should you use Wordpress? Main Reasons for use WordPress - 0 views

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    WordPress was launched in 2003 as a free and open source for website development and today is being recognized as the most popular used CMS and almost 25% of the websites on the Internet are made on 'WordPress'. Also, it has very much more to offer than a just blogging tool.
Angel Lee

Hire Joomla Programmer With SEO Skills - 1 views

web2.0 technology teaching learning

started by Angel Lee on 05 Dec 12 no follow-up yet
Fabian Aguilar

The Google Wave Will Change Education Forever | ISTE Connects - Educational Technology - 36 views

  • If you haven’t heard about Google Wave, prepare to be blown away. I made the mistake of starting this movie at 10:30 last night thinking I’d probably just watch a few minutes and drift off to sleep.
  • Google Wave is 100% open-source, so rest assured that developers are ravenously developing extensions, plug-ins, modules, and anything else necessary to make it work on all the platforms we use today.
dsatkins1981

Future of Libraries in the Digital Age | Architectural Digest - 0 views

  • books—shelved in a four-floor spiral connected by gently sloping ramps—were given pride of place in the design
  • many assumed that physical tomes would soon go the way of the card catalog and the cassette tape.
  • More than a decade later, however, demand for the printed word—and its place in libraries—remain strong.
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  • downtown Seattle’s new public library opened in 2004
  • What has shifted is that libraries are increasingly tasked with accommodating a multitude of uses, of which book storage and circulation is just one.
  • The most innovative library designs, she added, are those that “don’t just conceive of books as sources of information but of the social and intellectual practices that develop around reading and research.”
  • room for research, and for the various kinds of work that are undertaken in a library today, but also preservation of many of the older library typologies that people love,” she said.
  • “It's critical and vital to our communities that we create inspiring spaces where they can interact with each other and with our materials,”
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