Skip to main content

Home/ Classroom 2.0/ Group items tagged spaces source

Rss Feed Group items tagged

intermixed intermixed

Survetement Lacoste Pas Cher Selon - 0 views

On peut également noter l'excellent match de Draymond Green (16 points, 11 rebonds et 7 passes décisives) qui se rassure après des finales de conférence délicates.Défaite fâcheuse pour les coéquipi...

Polo Lacoste Pas Cher Survetement Doudoune

started by intermixed intermixed on 04 Jun 16 no follow-up yet
intermixed intermixed

lacoste homme pas cher En cas de vice - 0 views

Pour le seul pôle financier du parquet de Paris, plus de 100 dossiers sont concernés. Dans un autre domaine, l'affaire du sang contaminé instruite à Paris par la juge Marie-Odile Bertella-Geffroy, ...

lacoste pas cher homme polo laoste

started by intermixed intermixed on 19 Jun 14 no follow-up yet
intermixed intermixed

polo ralph lauren big pony pas cher Les - 0 views

La destruction du sanctuaire chiite de Samarra a provoqué de violentes exactions contre des membres de la communauté sunnite en Irak. Au moins 47 corps criblés de balles ont été découverts dans la ...

polo ralph lauren big pony pas cher soldes

started by intermixed intermixed on 15 May 14 no follow-up yet
intermixed intermixed

big pony polo ralph lauren Sans - 0 views

Mais aux yeux du Hamas, il faudra au préalable trouver une formule selon laquelle si Israël reconnaît les droits des Palestiniens, après la dépossession de leur terre en 1948, et est prêt à conduir...

jogging ralph lauren pas cher big pony polo

started by intermixed intermixed on 12 May 14 no follow-up yet
intermixed intermixed

fausse sac longchamp Pour reprendre - 0 views

Telle n'est pas mon intention. Car, autant je me compte au nombre des admirateurs de l'ancien président de la Réserve fédérale, autant je ne vais tout de même pas jusqu'à le créditer d'une importan...

fausse trousse longchamp sac faux lunettes ray ban

started by intermixed intermixed on 07 Jun 14 no follow-up yet
intermixed intermixed

polo Lacoste Homme Apparemment - 0 views

Les fortes précipitations qui balaient la région depuis plus de deux semaines pourraient être à l'origine de la catastrophe. Dans une allocution télévisée, la présidente Gloria Arroyo a annoncé que...

polo Lacoste Femme pas cher Homme

started by intermixed intermixed on 04 Jun 14 no follow-up yet
intermixed intermixed

sac longchamp pliage soldes pas cher ..)La - 0 views

Le chef du gouvernement irakien fait écho à des accusations déjà formulées par la Russie. Il y a six jours, le ministère russe de la Défense a déclaré même détenir la preuve de transactions financi...

sac pliage longchamp pas cher soldes

started by intermixed intermixed on 08 Dec 15 no follow-up yet
Fatima Anwar

The Integrated Learning Platform: Cardiff Univeristy - Cardiff is everything a good uni... - 0 views

  •  
    Cardiff University is recognized in independent government tests as one of The British leading educating and analysis colleges. Established by Royal Charter in 1883, the University today brings together impressive modern facilities and a powerful approach to educating and analysis with its proud culture of service and accomplishment. Cardiff University is the biggest University of mature education and learning in Wales, with the Cardiff Center for Long term Studying offering several hundred programs in locations across Southern Eastern Wales. The University's lifelong learning actions also include the professional growth work performed by educational institutions for companies, and many of these is custom-made to match an individual business's needs. The Center also provides business terminology training at all levels. Founded: 1883. Structural features: Merged with University of Wales College of Medicine (UCWM) in 2004. Location: Close to Cardiff city center. Healthcare care learners also at hospital website, Heath Recreation area University, 1 mile away. Getting there: Cardiff Primary Place on the national train network; trainers to bus station (next to train station); M4 from London and M5 (west county and Midlands). For school, frequent teaches from Primary Place to Cathays station (on campus), regional vehicles from bus station (53, 79, 81 for main campus; 8 or 9 for hospital site). Academic features: 4-year incorporated food techniques, 5-year two-tier techniques in structure and town planning. 5-year medical and dental programs, plus foundation season for those without science backgrounds; medical teaching throughout Wales. Awarding body: Cardiff University; Wales University for some healthcare programs. Main undergrad awards: BA, BD, BDS, BMus, BN, BSc, BEng, BScEcon, LLB, BArch, MB BCh, MPhys, MChem, MEng, MPharm. Length of courses: 3 years; others 4 and 5 decades. Library & IT facilities: Integrated collection,
Tero Toivanen

Tools (and Spaces) for Self Organised Learning Environment (SOLE) | FLOSSE Posse - 21 views

  •  
    "The self organized learning environment (SOLE) is a model to adapt school space to facilitate inquiry based learning. The idea is simple and powerful: "A teacher encourages their class to work as a community to answer questions using computers with internet access"."
shahbazahmeed

fdhgfdfgdhfdh - 0 views

http://stepmothers.net/__media__/js/netsoltrademark.php?d=seoagentura.cz http://stephenrichardlevine.com/__media__/js/netsoltrademark.php?d=seoagentura.cz http://stephenready.com/__media__/js/netso...

technology

started by shahbazahmeed on 20 May 21 no follow-up yet
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)
  • ...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.
  •  
    About pedagogic 2.0
  •  
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
shahbazahmeed

fhgfhgfh - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

learning technology web2.0 education teaching resources

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

cgfhghfgfhg - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

education web2.0 tools teaching

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

ghffdgfdgfdg - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

education web2.0 technology

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

fhgfhgf - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

education web2.0 technology

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

fdgfdgfdgf - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

free Science collaboration resources

started by shahbazahmeed on 13 May 21 no follow-up yet
shahbazahmeed

rytrytryt - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

resources teaching tools

started by shahbazahmeed on 13 May 21 no follow-up yet
shahbazahmeed

rytrytry - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

education web2.0 technology

started by shahbazahmeed on 13 May 21 no follow-up yet
shahbazahmeed

rytrytryy - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

resources teaching tools learning

started by shahbazahmeed on 13 May 21 no follow-up yet
1 - 20 of 28 Next ›
Showing 20 items per page