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melvinahebert

Settings App Not Working in Windows 10? Here Are the Fixes - Techgill - 0 views

www.techgill.com/windows-10-settings-wont-open

Settings App Not Working in Windows 10

shared by melvinahebert on 24 Jul 23 - No Cached
  • melvinahebert on 24 Jul 23
     
    When you see a message, asking if you want to merge the folders from your old account to your new one. You have to click Yes. That is all about, the fixes for Settings App Not Working in Windows 10. You must have known that the Settings app is very important in Windows.
Jany Fernandez

Scopeprice | Amazon Fire TV 4K Ultra HD Review - 0 views

www.scopeprice.com/...zon-fire-tv-4k-ultra-hd-review

#amazon Bookmark #eBay Marketing Walmart Easy Laptop Shopping #scopeprice Best Business Technology Product Price

shared by Jany Fernandez on 26 Feb 17 - No Cached
  • Jany Fernandez on 26 Feb 17
     
    Amazon Fire TV is a 4K Ultra HD streaming set-top box. This second-generation version now supports Amazon Alexa voice assistant and other new features. The second generation has the same interface and works the same way. The main difference is support for 4K content & Alexa support. This set-top box is great when used with Amazon Prime services. The Fire TV is a rival to the Apple TV, Chromecast and Roku's media streamers.
Clif Mims

Story Starters | Scholastic.com - 0 views

teacher.scholastic.com/...storystarter1.htm

2.0 Lesson-Plans Literacy Reading Writing Early-Childhood Elementary Resources

shared by Clif Mims on 02 Dec 08 - Cached
  • Dean Mantz on 02 Dec 08
     
    Story Starters - daily writing activities.
  • Clif Mims on 18 Aug 09
     
    "Hundreds of creative combinations that take the writer's block out of creative writing. Set young writers loose with prompts that focus on character (who the story is about), plot (what happens in the story), and setting (where or when the story happens)." You can also pick the story format (notebook, letter, newspaper or postcard).
Walter Antoniotti

Statistics using The Quick Notes Learning System - 0 views

www.businessbookmall.com/Statistics%20Book.htm

statistics mathematics probability Excel SPSS StataQuest MiniTab free

shared by Walter Antoniotti on 13 Nov 08 - Cached
  • Walter Antoniotti on 13 Nov 08
     
    Traditional course in Statistics is outlined in twenty-four, two-page learning units each followed by a two-page practice set and two pages of Quick Questions. Learning units and practice sets are designed as a continuous case dealing with marketing questions for descriptive statistics and probability and then dealing with manufacturing questions for inferential statistics. Complete solutions are provided at the back arranged in a row so they appear as the solution to case problem.\n
ted jordan

good curriculum for setting up iptv based TV station in school? - 28 views

hi anyone know of any good curriculum or courseware for setting up a school TV station via IPTV? we have a group of about 20 kids that want to get something rolling. Open Source software preferre...

Favorite Resources

started by ted jordan on 12 Jan 09 no follow-up yet
Cara Whitehead

Educational Standards Correlations - 5 views

www.spellingcity.com/al-standards-correlations.html

common core spelling vocabulary standards

shared by Cara Whitehead on 02 Jun 13 - No Cached
  • Cara Whitehead on 02 Jun 13
     
    VocabularySpellingCity provides the following sets of correlations to standards: U.S. Standards by State Common Core Standards for each States' Implementation Australian Standards by State Canadian Standards by Province English National Curriculum Standards
Smith jhon

Epson Printer Help Number UK 0800-098-8312 - 0 views

uksupportnumber.co.uk/epson-printer.php

Epson Printer Support Number UK

shared by Smith jhon on 27 Sep 16 - No Cached
  • Smith jhon on 27 Sep 16
     
    Complication related with the set up of the printers is one of the frequent issues for common users. To get it fixed contact Epson Printer Help Number UK 0800-098-8312, get it done easily.
School Report Writer .com

School Report Writing Software for Teachers - FREE & ONLINE - 0 views

www.schoolreportwriter.com

school report writing software web app teachers free online

shared by School Report Writer .com on 10 Jul 12 - No Cached
  • School Report Writer .com on 10 Jul 12
     
    New teachers' report writing app - 600 sign-ups in last month! FREE & ONLINE school report writing software for teachers, easy-to-use, with great features including an OOOPS! DETECTIVE that spots embarrassing mistakes and SPELLCHECK AS YOU TYPE. LATEST TEACHER REVIEWS From TES (Times Educational Supplement) http://www.tes.co.uk/teaching-resource/NEW-6204573/ "So grateful for this - took me a while to get the hang of it but the time investment was worth it. Thank you." "The software is great, really excellent. I love it already!" "Well worth investing the time to set this up with specific subject related comments. Has made the actual report writing process much faster! Really helpful spelling/grammar checker included. When I had a query, the online support was very useful and prompt. Thanks for this!" *** COMING SOON *** Statement bank sharing with colleagues... and more... (we're new - YOUR SUGGESTIONS ARE VERY WELCOME)
aghora group

MEP Training in Kerala | HVAC Training in Kerala: Identify MEP training Objective - 0 views

mepcourseinkerala.blogspot.in/...fy-mep-training-objective.html

MEP Courses mep training

shared by aghora group on 02 Jan 14 - No Cached
  • aghora group on 02 Jan 14
     
    Once MEP Training needs are identified, objectives should be set to begin meeting these needs.
andrew jhons

Get Instant Solutions with a Click - Online Tutoring At Your Door Step! | Tutor Pace-Blog - 0 views

blog.tutorpace.com/ine-tutoring-at-your-door-step

shared by andrew jhons on 08 Oct 13 - No Cached
  • andrew jhons on 08 Oct 13
     
    It is not that all can be achieved by self help in this current educational set up. Other help like that of online is necessary for comfort, convenience, strong subject knowledge and hassle free learning .How can you gain help online in an instant mann ...
aghora group

About Us | Aghora Group - 0 views

aghoragroup.com/about-us

mep course

shared by aghora group on 04 Dec 13 - No Cached
  • aghora group on 04 Dec 13
     
    We comes near to you with a vision to offer excellent training and outsourcing services for the Design & Draughting of Mechanical, Electrical, Plumbing, Structural, BMS and Fire fighting systems. Today, the world of architecture is becoming more and more powerful and successively huge demands for efficient workers in this field. The day-to-day research in the building industry confirmed that Middle East/Asian market for engineering professionals is set to boom on the back of a revive construction industry. The developments in commercial, hospitality, residential and infrastructure sector create the main divers of demand for engineering professionals.
Mitch Weisburgh

Half an Hour: The New Improved CChat - 5 views

halfanhour.blogspot.com/...new-improved-cchat.html

collaboration backchannel chat web2.0 education

shared by Mitch Weisburgh on 10 Aug 10 - Cached
  • Mitch Weisburgh on 10 Aug 10
     
    free resource for setting up backchannel for presentations or conferences
Clif Mims

The Best Cheat Sheets for Web Developers - 0 views

www.webappers.com/...heat-sheets-for-web-developers

2.0 Web-Design Development Graphic-Design IDT7060=8060

shared by Clif Mims on 16 Nov 08 - Cached
  • Clif Mims on 16 Nov 08
     
    Cheat sheet is a reference tool that provides simple, brief instructions for accomplishing a specific task. We have collated a set of best cheat sheets for web developers. It includes some of the popular programming language, e.g. jQuery, Mootools, Prototype, PHP, MySQL and etc
Barbara Lindsey

Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94

mark pesce higher ed technology learning control

shared by Barbara Lindsey on 26 Dec 08 - Cached
  • There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
  • What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
  • A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
  • ...17 more annotations...
  • it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.
  • If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.
  • That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.
  • This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.
  • When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?
  • the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.
  • the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.
  • Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?
  • In this near future world, students are the administrators.
  • Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
  • The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,
  • The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.
  • At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?
  • This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.
  • Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.
Clif Mims

EduDiigo - 0 views

edudiigo.wikispaces.com

2.0 bookmarking digital idt7078 network networking

shared by Clif Mims on 15 Jul 08 - No Cached
  • Clif Mims on 15 Jul 08
     
    The purpose of this wiki is to explore the potential of Diigo in educational settings.
Clif Mims

Diigo Educator Accounts - 0 views

www.diigo.com/education

2.0 Social-Software Bookmarking Collaboration=Telecollaboration

shared by Clif Mims on 24 Oct 08 - Cached
  • Clif Mims on 24 Oct 08
     
    Create accounts and groups for students. Special privacy settings. Ads limited to education.
drew polly

Diigo assignments - 0 views

education.uncc.edu/...diigo.htm

3110 technology-integration TED

shared by drew polly on 17 Jan 09 - Cached
  • drew polly on 17 Jan 09
     
    Assignment designed for a Teacher Education Technology Integration course about setting up bookmarks in Diigo.
Clif Mims

ISTE Classroom Observation Tool - 0 views

icot.craftyspace.com

assessment education educational-technology iste teacher-education teaching technology-integration

shared by Clif Mims on 12 Jul 08 - Cached
Ole C Brudvik liked it
  • Clif Mims on 12 Jul 08
     
    "A FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration. "
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
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