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Maggie Verster

Study: Children Who Blog Or Use Facebook Have Higher Literacy Levels - 22 views

  • The digital age often gets a bad press but the findings of this report demonstrate that social networking sites and blogs are linked to young people’s more positive attitudes to writing
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    "A research by The National Literacy Trust on 3,001 children from England and Scotland showed that schoolchildren who blog or own social networking profiles on Facebook have higher literacy levels and greater confidence in writing."
Adam Caitlin

Mtech Projects, IEEE Projects, Btech Projects - 0 views

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    Mtech Projects, IEEE Projects, Btech Projects are also something that are doing the rounds at this point of time because with the growing trend in the society they hire being made with much perfection and accuracy and doing it from the expert have a greater value attached to that.
Nigel Coutts

Towards a pedagogy for life-worthy learning - The Learner's Way - 2 views

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    In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 
Martin Burrett

Pareto Knew How To Balance It All by @ArtyTeach79 - 0 views

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    "In an ever demanding world the need to balance school and home life has never been greater. Recently I explored and shared with staff the 80/20 principle."
shoaibhashmi

Sketch 49.3 Crack - 0 views

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    Sketch Crack + License Key is the great sketch editing app used in both mac and windows operating system allow you greater room for presents Artboard picker, stepped forward selection, plus a brand new choice within the sketch 49.3 crack to modify the size of its contents when resized and HD Prints in sec
block_chain_

What is E2E in Supply Chain Management? | Blockchain Council - 0 views

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    E2E or End to End supply chain management refers to the entire supply chain operation being designed so that there is greater interoperability among the different pieces of the supply chain puzzle.
Nigel Coutts

Learning to learn with a MakerSpace - The Learner's Way - 15 views

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    Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.
Nigel Coutts

Striving to preserve Truth - The Learner's Way - 5 views

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    What purposes does education serve? What needs of humanity does education serve? What might the product of our labours be like and how might our efforts contribute to the greater good? These are questions we have long struggled with but with but it seems that in the current times we might need to rethink how we answer these questions.
tutstu

How can Tutors appear on First Page of Subject Search? | TutStu - 0 views

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    When a Student searches on TutStu, with any Subject or Branch name, they are shown a list of tutors on that subject. This is called Subject Search. For every tutor to get students, it is important to stay on the first page of Subject Search. Tutors who stay on the first page, receive more Student views. Hence, they have a greater chance of getting new Student requests. More Student requests means, more Business and more Earnings.
Hare Marke

Buy Twitter Retweets - 100% Real | Secure & Instant - 0 views

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    Buy Twitter Retweets Introduction One of the most widely used social networking sites on the internet today is Twitter. Twitter may be a very helpful tool for marketing and promoting your goods and services, whether you run a little business or a major organization. Buying Twitter retweets is one of the best ways to achieve this. The Advantages of Purchasing Twitter Retweets: Your tweets are viewed and shared by a bigger audience when you buy Twitter retweets, which can assist to broaden the exposure and reach of your company. Also, purchasing Twitter retweets can aid in increasing the engagement levels of your tweets, which can further enhance the reputation and image of your brand. Buy Twitter Retweets In conclusion, purchasing Twitter retweets can be a highly advantageous strategy to advertise your brand on this well-known social platform. Buying Twitter retweets is a great option to think about if you want to enhance your Twitter marketing strategy. Introduction: Can you describe what Twitter is and how it might be useful? Users of Twitter, a somewhat well-liked social media network, can post up to 280-character "tweets" to convey quick updates or ideas. Twitter can still be useful for people and businesses even though it is not as popular as sites like Facebook or Instagram. The following three advantages of purchasing Twitter retweets: More visibility: More people will see your tweets when you purchase Twitter retweets, which may improve traffic to your website or blog (if you include links in your tweets). If you want to grow your brand's visibility or your online following, this can be helpful. 2.Twitter retweets can also increase the amount of engagement on your tweets, which can result in additional likes, comments, and shares. This may help you if you want to raise your engagement rate, which is a metric used to assess the effectiveness of your social media marketing initiatives. Buy Twitter Retweets Increased credibility: Having a lot of Twitt
Roger Morris

Successfully Launched My writer Career… Thanks John - 1 views

I want to express my gratitude to John who helped me become the writer I want to be. Before meeting him, I thought that I was born to be a novel writer and I almost believed it after receiving 400 ...

started by Roger Morris on 10 Oct 12 no follow-up yet
Duane Sharrock

Bringing the world to innovation - MIT News Office - 0 views

  • mentions: a popular TED talk Smith gave in 2006 and Time magazine’s
  • D-Lab, the project aimed to develop creative solutions to problems facing people in the world’s least-affluent countries — and then hoped those residents would embrace the solutions.
  • Awareness of D-Lab has grown in recent years, thanks in part to some prominent mentions: a popular TED talk Smith gave in 2006 and Time magazine’s selection of her in 2010 as one of the world’s 100 most influential people.
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  • The program now employs about 20 people and encompasses 16 courses that reach about 400 students each year. Even though D-Lab does little to publicize its activities, staffers are increasingly hearing that this program was a major reason why participating students chose to attend MIT.
  • thanks to a major new U.S. Agency for International Development (USAID) grant to D-Lab and MIT’s Department of Urban Studies and Planning, D-Lab’s instructors and researchers will implement this strategy even more broadly — providing greater continuity to projects around the world, says D-Lab founder Amy Smith, a senior lecturer in MIT’s Department of Mechanical Engineering.
  • with the new USAID support, “we can harness the alumni of IDDS as a kind of an extremely diverse and dispersed design consultancy,”
  • While some students have already managed to turn class projects into ongoing organizations — building better water filters in Africa, bicycle-powered washing machines in Latin America, and wheelchairs in India, for instance — the new funding should enable more such activities, Smith says, by “incubating ventures and training entrepreneurs.”
  • The emphasis has shifted,” Grau Serrat says, “more from designing for poor people to designing with poor people, or even design by poor people.”
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    Another reason some students are applying to MIT. Undergrads are making a difference globally. "the innovative MIT classes and field trips known collectively as D-Lab, the project aimed to develop creative solutions to problems facing people in the world's least-affluent countries - and then hoped those residents would embrace the solutions." "The program now employs about 20 people and encompasses 16 courses that reach about 400 students each year. Even though D-Lab does little to publicize its activities, staffers are increasingly hearing that this program was a major reason why participating students chose to attend MIT." "All of D-Lab's classes assess the needs of people in less-privileged communities around the world, examining innovations in technology, education or communications that might address those needs. The classes then seek ways to spread word of these solutions - and in some cases, to spur the creation of organizations to help disseminate them. Specific projects have focused on improved wheelchairs and prosthetics; water and sanitation systems; and recycling waste to produce useful products, including charcoal fuel made from agricultural waste."
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    "All of D-Lab's classes assess the needs of people in less-privileged communities around the world, examining innovations in technology, education or communications that might address those needs. The classes then seek ways to spread word of these solutions - and in some cases, to spur the creation of organizations to help disseminate them. Specific projects have focused on improved wheelchairs and prosthetics; water and sanitation systems; and recycling waste to produce useful products, including charcoal fuel made from agricultural waste."
smitts02

Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry - 0 views

  • We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology
Sally Loan

Learning in the 21st century | TODAYonline - 38 views

  • Teaching is not simply presenting ideas and insights, nor filling students’ heads with what we know or transmitting information. Learning is not just committing facts to memory but the ability to critique, synthesise, analyse, use and apply information.
  • The addition of greater interactivity is essential to make knowledge transfer in universities more meaningful in today’s world
  • . But how do we integrate the digital world’s resources into classroom-based learning?
  • ...4 more annotations...
  • A key element in any directed learning environment is the assessment of competence in that knowledge.
  • The first step — “knows” — is knowledge about a subject, such as recalling facts. The second is to “know how” to use the knowledge, such as in analysing a problem. The third step is to demonstrate proficiency in applying the knowledge — “shows how”.
  • The fourth step is to see how the knowledge is integrated into the real world.
  • The final step, “mastery”, refers to the competence of an expert who teaches the next generation.
irshad ali

EUROZONE FACES WINTER RECESSION, ERNST & YOUNG SAYS - 0 views

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    The eurozone is facing a "bleak" winter, according to audit firm Ernst & Young. A "mild" recession is likely in the first half of next year, leading to economic growth of just 0.1% for the whole of 2012, it predicted. Ernst & Young also said unemployment in the eurozone was unlikely to fall below 10% until 2015. Meanwhile, Greece - Europe's most indebted country - said that it would have its worst recession ever in 2011. Greek Prime Minister Lucas Papademos warned on Wednesday that his country's contraction would be greater than the 5.5% currently forecast.
Shine Classifieds

SAP Courses - 0 views

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    JKT SAP Academy offers SAP Course in Functional & Technical Modules in online and ILT mode. Achieve greater heights in your career & edge over other professionals by Joining JKT SAP Academy www.jktsapacademy.com
mailtonehasingh

Child Daycare Noida - 0 views

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    The Smiling Stars are one of the creative child learning center in Noida providing early childhood care and education. Our mission is child development, education and growth through play way and Montessori methodology.
Raynor Plank

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started by Raynor Plank on 10 Jul 15 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
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Frances DiDavide

Maps of War ::: Visual History of War, Religion, and Government - 1 views

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    I hope this site helps you place today's current events into a greater historical context. Each map is well-researched and based in fact, and none of the work is meant to be biased or political. No spin or opinion, just fact-based conclusions about the history of war. Maps-of-War is created by a Flash-Designer hobbyist and professional history- buff. Enjoy your visit and feel free to save or share our work for your own use!
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