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Dave James

Obtain Cash With No Anxiety Of Low Credit Via Online - 0 views

youtu.be/O4F2cOH9D6k

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shared by Dave James on 06 Sep 16 - No Cached
  • Dave James on 06 Sep 16
     
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Fabin Bearil

The Best Solution For Entire Sudden Financial Cash Crisis - 0 views

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shared by Fabin Bearil on 21 Nov 16 - No Cached
  • Fabin Bearil on 21 Nov 16
     
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Dave James

Successful Financial Source Accessed In Excellent Approach At Any Time - 0 views

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shared by Dave James on 05 Jan 17 - No Cached
  • Dave James on 05 Jan 17
     
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Sherrill Didymus

Emergency Loans For Bad Credit Receive Credit Free Financial Backing At Any Time - 0 views

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shared by Sherrill Didymus on 22 Jun 16 - No Cached
  • Sherrill Didymus on 22 Jun 16
     
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Sherrill Didymus

How To Find Out That Same Day Installment Loans Helpful In Meeting Your Financial Goals? - 0 views

medium.com/...r-financial-goals-1f6f3f42e2e7

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shared by Sherrill Didymus on 10 May 16 - No Cached
  • Sherrill Didymus on 10 May 16
     
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Sherrill Didymus

What Are The Top Advantages Attached With Long Term Installment Loans? - 0 views

installmentloansus.quora.com/th-Long-Term-Installment-Loans

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shared by Sherrill Didymus on 22 Jul 16 - No Cached
  • Sherrill Didymus on 22 Jul 16
     
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johnson smith

Reduce Your Sudden Financial Burden Without Any Delay - 0 views

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shared by johnson smith on 28 Apr 16 - No Cached
  • johnson smith on 28 Apr 16
     
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  • johnson smith on 28 Apr 16
     
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Ricky nelson

Best Financial Deal That Can Be Paid In Easy Installment - 0 views

www.longtermcashloans.net/...e-paid-in-extended-tenure.html

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shared by Ricky nelson on 28 Apr 16 - No Cached
  • Ricky nelson on 28 Apr 16
     
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Anna Miller

Effective Make My Assignment Solutions - 0 views

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shared by Anna Miller on 26 Dec 13 - No Cached
  • Anna Miller on 26 Dec 13
     
    For most of the students, homework and assignments are no less than any nightmare. Quite often, students throw their hands up in the air and yell " Who will Help to Make My Assignment?" or " Who will Do My Homework ?" Sometimes, students fall short of time and see their grades dropping due to huge project loads.
David Mills

Making My Fleet Business More successful - 1 views

I admit managing my fleet business has been very challenging. There were even times when I wanted to give up because I could no longer figure out how to make it succeed considering that I have alr...

started by David Mills on 11 Oct 13 no follow-up yet
johnalex189

BLACKBERRY ZONE - 0 views

www.ourblackberry.com/...blackberry-classic.html

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shared by johnalex189 on 14 Sep 14 - No Cached
  • johnalex189 on 14 Sep 14
     
    This is the upcoming mobile of blackberry brand. It's model NO. is " Blackberry Classic". This Mobile Approximately release November, 2014. It's has some special qualification. Lets see....
Ben Rimes

Digg, Wikipedia, and the myth of Web 2.0 democracy. - By Chris Wilson - Slate Magazine - 4 views

www.slate.com/2184487

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shared by Ben Rimes on 29 Sep 09 - Cached
  • The same undemocratic underpinnings of Web 2.0 are on display at Digg.com. Digg is a social-bookmarking hub where people submit stories and rate others' submissions; the most popular links gravitate to the site's front page.
    • Ben Rimes
      Ben Rimes on 29 Sep 09
       
      Interesting that the word "undemocratic" be used for the discription of the Web 2.0 underbelly. While true, the whiz-bang magic of scripts, bots, and other technological "gatekeepers" are constantly altering what flesh and blood individuals have contributed, the programs meant to serve as custodians are themselves written by humans. The tools that we choose to employ do not make the process of web 2.0 any more undemocratic, rather just that much easier to engage and maintain as relevant. The term democracy itself is difficult to define narrowly (http://www.democracy-building.info/definition-democracy.html). There is no clear determination of how a democracy should be run, but rather a system of democratic beliefs, values, and fundamental rights. Provided that any system meets the needs of a democratic group's values and freedoms (liberties), then one could argue that it is indeed a full fledged democracy. There is more importance on the groups' rules and processes possessing a quality of fluidity and malleability in order to meet a changing environment.
  • at Digg.com. Digg is a social-bookmarking hub where people submit stories and rate others' submissions; the most popular links gravitate to the site's front page.
  • While both sites effectively function as oligarchies, they are still democratic in one important sense. Digg and Wikipedia's elite users aren't chosen by a corporate board of directors or by divine right. They're the people who participate the most. Despite the fairy tales about the participatory culture of Web 2.0, direct democracy isn't feasible at the scale on which these sites operate. Still, it's curious to note that these sites seem to have the hierarchical structure of the old-guard institutions they've sought to supplant.
    • Ben Rimes
      Ben Rimes on 29 Sep 09
       
      Perhaps the problem of disenfranchised and disengaged youth that exists in Europe and the U.S. today isn't that they aren't participating in a healthy way within our democracies, but rather they've found more engaging democracies to participate in online.
  • Ben Rimes on 29 Sep 09
     
    Observing and comparing the "democratic" practices that constitute major web 2.0 sites.
jodi tompkins

Create free polls - Instant, easy, no signing up - Pollcode.com - 13 views

pollcode.com

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shared by jodi tompkins on 17 Sep 10 - Cached
  • jodi tompkins on 17 Sep 10
     
    Cool website and easy to use to create your own custom poll.
Dean Mantz

Best Free Software - School Computing - 0 views

schoolcomputing.wikia.com/...Best_Free_Software

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shared by Dean Mantz on 23 Jan 09 - Cached
  • Dean Mantz on 23 Jan 09
     
    This page lists a variety of "free" software. Truly free and open source software is marked with an asterisk. Items without asterisks are no-cost proprietary software
Tony Searl

Twitter / Home - 0 views

twitter.com/home

shared by Tony Searl on 21 Feb 08 - Cached
Clif Mims liked it
  • dougpete @JoHart It's going to be a skill to learn, to be sure. #beatcancer
  • Fifikins No, I wouldn't steal a car, but geez, if I could download one for free on the internet I damn sure would!
  • melhutch RT @MaryKayG It will be wonderful when cancer is something we teach students about in History class. #beatcancer
  • ...5 more annotations...
  • annehodg RT @GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
  • annehodg RT @ GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
  • annehodg RT @ GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
  • raises money for cancer research - they're going for world record today. Please RT
  • annehodg RT @ GeekTown Every tweet that has #beatcancer today raises money for cancer research - they're going for world record today. Please RT
alexandra m. pickett

Favorite Resources - 125 views

Hi. Here was my top 10 list in february 2008 twitter - http://twitter.com - microblog, community of practice, communication, support Second Life - https://secure-web14.secondlife.com/join/- to cr...

Favorite Resources

started by Clif Mims on 09 Mar 08 5 follow-ups, last by alexandra m. pickett on 09 Apr 08
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.
Dean Mantz

Storytelling Alice - Download - 0 views

www.alice.org/...download.html

storytelling Alice download

shared by Dean Mantz on 17 Jul 09 - Cached
  • Storytelling Alice was created as part of the research for my PhD dissertation. It has not been heavily tested in the classroom (as Alice 2 has) and no support is available. It is available for download in part because of the overwhelming number of requests that I have received and in part because it provides a glimpse of some of the ideas influencing the design of Alice 3.
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