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majestic1 majestic1

chacun.Pulls Ralph Lauren - 0 views

«Vous savez ce que c'est , Hagrid nous a dit , personne ne veut le travail , ils disent que c'est ensorcelé .« Oui , mais d'employer quelqu'un qui a fait en refusant de nous laisser faire la magie ...

Pulls Ralph Lauren

started by majestic1 majestic1 on 13 Jan 14 no follow-up yet
majestic1 majestic1

chacun.Pulls Ralph Lauren - 0 views

«Vous savez ce que c'est , Hagrid nous a dit , personne ne veut le travail , ils disent que c'est ensorcelé .« Oui , mais d'employer quelqu'un qui a fait en refusant de nous laisser faire la magie ...

Pulls Ralph Lauren

started by majestic1 majestic1 on 13 Jan 14 no follow-up yet
intermixed intermixed

pull lacoste pas cher pour homme - 0 views

D'autres équipes, comme les Pays-Bas et les Etats-Unis, ont été encore plus loin : ils ont reconstruit à l'identique le parcours de Rio sur leur terrain d'entraînement.Le flanker toulousain entre e...

pull pas cher homme pour Lacoste

started by intermixed intermixed on 17 Aug 16 no follow-up yet
intermixed intermixed

pull lacoste pas cher pour homme - 0 views

D'autres équipes, comme les Pays-Bas et les Etats-Unis, ont été encore plus loin : ils ont reconstruit à l'identique le parcours de Rio sur leur terrain d'entraînement.Le flanker toulousain entre e...

pull pas cher homme pour Lacoste

started by intermixed intermixed on 17 Aug 16 no follow-up yet
intermixed intermixed

pull lacoste pas cher Mes - 0 views

Jude Classic 2016 arrive donc à point nommé pour cette catégorie de joueurs qui ne rêvent qu'à ça. Cette étape dans le Tennessee est aussi l'ultime occasion de se qualifier via le classement mondia...

veste cher pull Polos Lacoste Pas

started by intermixed intermixed on 08 Jun 16 no follow-up yet
intermixed intermixed

Casquette Lacoste pas cher Il est indéniable - 1 views

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 ...

Doudoune Ralph Lauren pas cher Casquette Lacoste Pull

started by intermixed intermixed on 14 Jun 14 no follow-up yet
intermixed intermixed

botte burberry noir pas cher Parmi - 0 views

Un français sur cinq s'est mis à consommer ces pilules miracles que l'on trouve désormais en pharmacie, dans les magasins bio mais surtout sur Internet. Seulement voilà, ces sympathiques cocktails ...

pull burberry pas cher botte noir chemise homme

started by intermixed intermixed on 10 Oct 14 no follow-up yet
Roland Gesthuizen

MIT Media Lab: The Cognitive Limit of Organizations - 0 views

  • Our world is less and less about the single pieces of intellectual property and more and more about the networks that help connect these pieces.
  • In a world in which implementing the next generation of ideas will increasingly require pulling resources from different organizations, barriers to collaboration will be a crucial constraint limiting the development of firms. Agility, context, and a strong network are becoming the survival traits where assets, control, and power used to rule
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    "In a world in which implementing the next generation of ideas will increasingly require pulling resources from different organizations, barriers to collaboration will be a crucial constraint limiting the development of firms. Agility, context, and a strong network are becoming the survival traits where assets, control, and power used to rule."
Martin Burrett

Living-graph - 0 views

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    This flash site provides a simple way to make line graphs. Just enter the title, labels and axis increments and then pull the line into place. Use the print screen to make a copy to print or share. http://ictmagic.wikispaces.com/Maths
GoEd Online

101 Websites That Every Elementary Teacher Should Know About - 0 views

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    As class sizes keep growing, it becomes harder and harder to find the time to look for new teaching materials, while still giving your kids the personalized attention they need (and deserve!). After all, you can only be pulled in so many directions at once, right? With that in mind, I put together this list of websites for elementary teachers, hoping that you'll finally be able add something fresh and fun to your lesson plan. Now, you don't have to skim the results of hundreds of Google searches to find a handful of useable internet resources-I've already got 101 of 'em!
intermixed intermixed

bien. chaussure lacoste - 0 views

C'est toujours ainsi; vous ne serez pas heureux sans votre cigare. Voici une cheeroot, une beauté! Pa apporté à la maison du club. Un capitaine de la Chine lui ai donné. rayban Lunettes canadaVous ...

chaussure lacoste

started by intermixed intermixed on 03 Dec 13 no follow-up yet
Anne Cole

Chennai Managed To Seal The Match With Two Runs Left - 0 views

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    CSK does it again. Whether they chase or not, they always like to get over the line in the final over. They pull off a brilliant two-run win defending a small total of 134 runs against KKR.
Tero Toivanen

Pablo Picasso - Bull: a master class on abstract art - 0 views

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    Pablo Picasso created 'Bull' around the Christmas of 1945. 'Bull' is a suite of eleven lithographs that have become a master class in how to develop an artwork from the academic to the abstract. In this series of images, all pulled from a single stone, Picasso visually dissects the image of a bull to discover its essential presence through a progressive analysis of its form.
Jason Heiser

Masher - create free online video, photo and music mashups - 0 views

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    pull many resources into this to create an online video
Martin Burrett

Kideos.com - Safe Videos for Children - 39 views

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    Videos for kids - many pulled through You Tube. Categorized by age 0-2, 3-4, 5-6. 7-8, and 9-10
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    Videos for kids - many pulled through You Tube. Categorized by age 0-2, 3-4, 5-6. 7-8, and 9-10
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    Watch vetted videos for children in your class. A good selection of topics and age based material. http://ictmagic.wikispaces.com/Video,+animation,+film+&+Webcams
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views

    • jordi guim
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

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started by justquestionans on 27 Jun 18 no follow-up yet
Tero Toivanen

How To Define Web 3.0 | How To Split An Atom - 1 views

  • I think I have managed to explain Web 3.0 quite nicely, so without further ado. Definition: Highly specialized information silos, moderated by a cult of personality, validated by the community, and put into context with the inclusion of meta-data through widgets.
  • Web 3.0 will take this one step further. If you are searching for information on Cars, for example, you would use the search engine as you normally would, but your results would be more specialized subengines.
  • Web 2.0 brought us a change in the basic way that we search, tagging.
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  • The strong algorithms that are currently used would be kept, but in addition some weight would be given to items that the community has flagged as interesting or voted on. Meme: Community built around search results.
  • You could type in what you were looking for, “conservative viewpoint on Darwin” for example and it would pull up results ordered by relevance (algorithms), tagging, and validation through user voting.
  • Seeking Validation
  • Seeking Entertainment
  • StumbleUpon may be the closest analogy to how we will be entertained in Web 3.0. You fill out a profile, define your tags and then flip the channel.
  • Meme: Relevance through user interaction.
  • Imagine a world where you could search a name and bring up that person, all the social networks they belong to, and produce a feed around them.
  • If I put a proper name into the search engine of Web 3.0 it would provide the running profile of my presence on the web; it would show everything in the webosphere that has been tagged as belonging to me, ordered by community validation and relevance.
  • In this Wikiality my page would contain both information that I have written about myself and information that has been written about me.
  • Meme: Everyone will have Page Rank.
  • Web 3.0 will see a more complete integration between devices like cell phones and the world wide web (does anything still use that term?) Posting pictures, videos and text from anywhere, anytime with as little hassle as possible.
  • Our pages will be little more than our personal interpretations of all the data available on the web, plugged into these pages through a growing array of widgets and shared with the world. Meme: The Widget Web
  • Summary Specialized Subengines for Search Social Networks replaced by People Search Your Online Presence Searchable, Taggable and Ordered by Relevance through Voting and Algorithms Increased Microblogging and more Powerful Widgets to allow you to place any of your feeds anywhere. Increased Integration between devices like cell phones and the web.
  • In ten years RSS and its related technologies will be seen as the single most important internet technology since Tim Berners-Lee and Robert Cailliau created the World Wide Web at CERN around 17 years ago.
  • If Web 3.0 is the Semantic Web, where computer agents read content like human beings do — then RSS will be its eyes (or at least its corrective lenses).
  • In this future, RSS will be extended to include a host of data-points it currently does not. Each blog post (or microblogging feed), every picture, every video clip will have searchable, taggable, XML based syndication around it.
  • Finally, RSS enables users to define their own contexts for information. Imagine a word where creating a mashup between Google maps and your Twitter account was no more difficult than sticking a few widgets together.
  • If you used a search engine, your results would be weighted based not only on the standard Web 3.0 metrics, but also on “what you care about” as defined by all your previous interactions with this particular search engine and all of this would be completely transparent.
  • Programs that surf the web for you will become more and more powerful. In a world where your personal profile containing your likes, dislikes and search history is as easy to upload as it is to add a feed to your RSS reader, it is no surprise that a major industry will be software that does your searching for you.
  • Microblogging will be the critical change in the way we write in Web 3.0. Imagine a world where your mobile phone, your email, and you television could all produce feedback that could easily be pushed to any or all blogging platforms. If you take a picture from your smart-phone, it would be automatically tagged, bagged and forwarded to your “lifestream”. If you rated a television show that you were watching, your review would be forwarded into the stream.
  • Fortunately, microblogging also opens up the world to new opportunities. Live blogging, a technique usually reserved for important events, would become common. If you can’t actually be at a conference, pictures, video and commentary could be pushed to you in real time. The entire world would become an Op-Ed piece.
  • In Web 3.0 search engines will need to have a better understanding of “context”. One way to accomplish this is to take a nod from directories and allow results to be tagged. These tags can be voted on by the community and would only be an addition to, not a replacement for, traditional sorting algorithms.
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    How To Define Web 3.0 | How To Split An Atom
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