Skip to main content

Home/ Classroom 2.0/ Group items tagged revision

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
soushya

Narayana surat, a prominent Coaching institute of JEE and NEET. - 0 views

www.narayanadelhi.com/surat

narayana surat iit jee coaching in neet

shared by soushya on 05 Mar 19 - No Cached
  • soushya on 05 Mar 19
     
    A determined IIT JEE coaching center in Surat is Narayana institute. With revised study material Narayana Surat has tremendous results. It also has NEET coaching in Surat.
Martin Burrett

Video: 30 Revision Apps, Sites & Tools - 0 views

www.patreon.com/...video-30-apps-9027550

exams exam revision study study skills flashcards education teaching learning

shared by Martin Burrett on 22 Apr 17 - No Cached
  • Martin Burrett on 22 Apr 17
     
    A collection of 30 apps & website to help students learn and study for exams
raseorakesh

Sec 5 POA Tuition - 0 views

crivva.com/-sec-5-and-secondary-3-tuition

#Sec5POATuition #POAtuition #Singapore #NLevelPOATuition

shared by raseorakesh on 12 Mar 24 - No Cached
  • raseorakesh on 12 Mar 24
     
    We are dedicated to providing our Sec 5 POA tuition program, specially designed to provide students with the skills and information they need to pass their exams. Our professional tutors, up-to-date on the newest syllabus updates, provide an organised learning environment covering major concepts in Sec 5 POA. We hold revision classes before the exams so every student can clear doubts.
drew polly

Techlearning > > Bloom's Taxonomy Blooms Digitally > April 1, 2008 - 0 views

techlearning.com/showArticle.php

aprendizaje educación education taxonomía teory

shared by drew polly on 06 Apr 08 - Cached
    • Carlos Quintero
      Carlos Quintero on 06 Apr 08
       
      Is a good image about the Blomm´s digital taxonomy, is very important for develop of knowledge
    • drew polly
      drew polly on 22 Jul 08
       
      Great framework to help teachers see hgher-level thinking skills in th digital age.
  • drew polly on 22 Jul 08
     
    Bloom´s taxonomy blooms digitally
Joao Alves

New Page 1 - 0 views

www.kurwongbss.qld.edu.au/...blooms.htm

shared by Joao Alves on 11 Apr 08 - Cached
    • Joao Alves
      Joao Alves on 11 Apr 08
       
      Cool site about the revised Bloom's Taxanomy.
  • anonymous on 02 Oct 13
     
    Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
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
Caroline Roche

21st Century Technology Tools Revised by Liz Davis (Book) in Computers & Internet - 0 views

www.lulu.com/2526346

web2.0 21stcenturyskills tutorial

shared by Caroline Roche on 20 May 08 - Cached
  • Caroline Roche on 05 Mar 09
     
    this is an online downloadable book on Web 2 tools
Danny Nicholson

Imaging the Revised Bloom's Taxonomy - 1 views

www.edsupport.cc/...entry_7023.htm

blog blooms blooms_taxonomy education hierarchy ict ideas learning mguhlin pgce post taxonomy thinking

shared by Danny Nicholson on 08 May 08 - Cached
  • Danny Nicholson on 08 May 08
     
    a new way of looking at Blooms Taxonomy for digital learners
Dennis OConnor

Views: Lessons of a Summer Teaching Online - Inside Higher Ed - 0 views

www.insidehighered.com/...overman

e-learning

shared by Dennis OConnor on 28 Jul 09 - Cached
  • As I faithfully attended the monthly training meetings for Just in Time Technology (ex: how to use Skype) and for Course Design (ex: what is the conversion of 14 weeks pacing into a 30 day class), it began to dawn on me that I had underestimated the time and preparation required for my online course.
  • Reducing the amount of content does not mean reducing rigor for students or work for me. Like many others who have never taught online, I had entered this experience thinking that online courses were a little bit “fluffy.” I have a newfound respect for my fellow online professors.
  • Although I am a relative novice in the teaching arena, I appreciated the chance to revive my teaching mojo. I was forced to be creative about how to present course material and ensure that my students had a solid understanding of the information. I also realized I needed to revise my opinion of online teaching and those who participate in it. I now know that online courses are not a pale and lifeless version of traditional courses or worse, a “pay for an A” scam in which everyone teaches him/herself and everyone gets a good grade. Online courses can be distinctive and worthwhile ways of teaching in their own right. Amy Overman is assistant professor of psychology at Elon University.
  • Dennis OConnor on 28 Jul 09
     
    Reviewed by Nancy Chapko: n her article, Lessons of a Summer Teaching Online, Dr. Amy Overman describes how she revived her "teaching mojo" as a novice online instructor. An assistant professor of psychology at Elon University in North Carolina, Dr. Overman describes her personal experience as a first-time online instructor. Written for instructors who may have doubts about online teaching and learning as she did, her account is both thoughtful and humorous. Dr. Overman describes her decision to teach an online class and her preparation for the experience. She relates her somewhat unexpected positive experience facilitating the class. She offers comparisons between her face-to-face and online teaching experiences and draws some insightful conclusions. Among them is the realization that reducing the amount of content does not reduce the rigor of the course and online classes take a lot of time, but they're worth it. Whether you're a committed veteran of online teaching, or you are at the initial stage of considering its merits, you will find Dr. Overman's article perceptive and thought-provoking. As she states, "… online courses are not a pale and lifeless version of traditional courses."
Maggie Verster

Details last edit Mar 10, 2009 4:07 pm by markdwagner markdwagner - 24 revisions hide d... - 0 views

blogswikisdocs.wikispaces.com

googledocs wikis blogs school2.0

shared by Maggie Verster on 16 Aug 09 - No Cached
  • Maggie Verster on 16 Aug 09
     
    This wiki was created to support a 20 minute CUE Tips session at the 2008 CUE conference and was updated for CUE 2009. Blogs, Wikis, and Google Docs can be powerful and easy to use tools for educators, but their features are overlapping and it can sometimes be difficult to know which one is right to meet a given need.
Denise Menchaca

The Differentiator - 12 views

www.byrdseed.com/differentiator

learning outcome generator

shared by Denise Menchaca on 01 Aug 09 - Cached
Elizabeth Koh liked it
  • will identify the patterns of the transaction model of communication using textbooks to create a report
  • Report
  • Dennis OConnor on 01 Aug 09
     
    Step by step wizard that guides you through bloom's taxonomy. Useful for creating objectives and thinking through projects (online and face to face). Consider this a brainstorming tool that will help you break out of the box and differentiate your lessons.
  • Jim Farmer on 04 Nov 09
     
    Use Bloom's revised taxonomy to create differentiated lessons and activities.
Kathleen N

Topmarks Education: teaching resources, interactive resources, worksheets, homework, ex... - 0 views

www.topmarks.co.uk/Default.aspx

topmarks search engine education teacher resource

shared by Kathleen N on 04 Aug 09 - Cached
  • Kathleen N on 04 Aug 09
     
    Search engine specifically for education Topmarks claims that "All of the content on Topmarks is carefully reviewed by qualified teachers and regularly re-checked because of the changing nature of the web." via http://paulhami.edublogs.org
Mark Chambers

http://www.what2learn.com/ - 0 views

www.what2learn.com

interactive online_games what2learn maths science english curriculum revision learning schools UK

shared by Mark Chambers on 11 Feb 10 - Cached
  • Mark Chambers on 06 Apr 10
     
    Games-based learning website. The fun, FREE and effective way to learn. Play 25,000 learning games, tests and quizzes or make your own
iso17021

ISO 17021-1:2015 Certification - 0 views

iso17021procedures.wordpress.com/...creditation-to-certifying-body

ISO 17021-1:2015 Certification

shared by iso17021 on 26 Nov 15 - No Cached
  • iso17021 on 26 Nov 15
     
    The ISO 17021 standard was first published in 2006. All management systems certification bodies (CBS) accredited by IAF signatories awarded two years from the date of publication to ensure compliance with the standard. A new revision of the standard was published in June 2015 and the main changes are explained here.
amand1993

JN0-102 Practice Test Free Juniper JNCIA JN0-102 Exam Complete Study Guide Available on... - 1 views

www.test4practice.com/JN0-102-practice-test.html

education web2.0 learning tools technology resources teaching collaboration science video JN0-102PracticeTest

shared by amand1993 on 23 Aug 17 - No Cached
  • alisabryan on 23 Aug 17
     
    Want to approach most effective and success leading resource for your upcoming Juniper JN0-102 exam? Test4Practice can surely be that one with an exclusive collection of Juniper JN0-102 exam dumps. Here each and every Juniper JN0-102 practice test question is verified by industrial experts to deliver best quality study material for your definite success. Juniper JN0-102 exam dumps are present in both the PDF file and VCE. For more information about JN0-102 exams study material please visit Test4Practice .
  • amand1993 on 26 Sep 17
     
    Juniper JN0-102 practice test exam questions and JN0-102 practice exams at test4practice are fantastic. Preparing your Juniper JNCIA JN0-102 exam with these Test4practice JN0-102 study material will boost up your knowledge and confidence for the Juniper exam. The most important aspect of these JN0-102 practice exams is their portability. The PDF file of JN0-102 practice test can be accessed and used on many different devices like mobile, tablet, or PC and you can revise your preparation anywhere you want.
sophiya miller

Decoding Legitimacy: A Guide to Finding a Genuine Take My Class Course Assignment Help ... - 1 views

In the fast-paced world of online education, students often find themselves juggling multiple responsibilities, leaving little time for their coursework. As a result, the demand for https://www.tak...

college takemyclasscourse education student university

started by sophiya miller on 13 Dec 23 no follow-up yet
‹ Previous 21 - 40 of 40
Showing 20▼ items per page