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aghora group

MEP Training in Kerala | HVAC Training in Kerala: Fire Fight Training in Kerala - 0 views

mepcourseinkerala.blogspot.in/...-fight-training-in-kerala.html

Fire Fight Training in Kerala

shared by aghora group on 21 Nov 13 - No Cached
  • aghora group on 21 Nov 13
     
    Aghora group assure you the best faculty in the construction Industry to providing you with 100% job Oriented professionals in designing and draughting training Courses in MEP, HVAC, Electrical, Plumbing, Fire Fighting.The training program aims to exploit your skills and enhance your chances for a successful career with HVAC, Electrical, Plumbing, Fire- Fighting ,Structral designing & Building Management System in the field of building services.
aghora group

WELCOME TO MEP TRAINING CENTER - 0 views

www.slideshare.net/...welcome-to-aghora-group

training Center mep course

shared by aghora group on 22 Nov 13 - No Cached
  • aghora group on 22 Nov 13
     
    Aghora Design Academy 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
aghora group

Contact Us | MEP Kollam,Cochin,Kerala - Yemle.com - 0 views

www.yemle.com/...t-us-mep-kollamcochinkerala--2

Contact Us | MEP Kollam Cochin Kerala

shared by aghora group on 10 Dec 13 - No Cached
  • aghora group on 10 Dec 13
     
    Aghora group 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.MEP Kollam,mep Cochin,mep kerala, Mechanical,Electrical,Plumbing,Fire fight,structural,BMS,HVAC.
aghora group

MEP in India | HVAC & FIRE FIGHT Courses Kerala,Cochin,Kerala | Aghora Group - 0 views

aghoragroup.com/index

MEP in India

shared by aghora group on 12 Dec 13 - No Cached
  • aghora group on 12 Dec 13
     
    Aghora Design Academy 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.mep in India,HVAC course,plumbing course,mep course,mep training in kerala,fire fight course,electrical course,Structural Courses,BMS Course,mep certificate course,mep certificate course in kerala,mep certificate course in kollam,mep certificate course in cochin.
aghora group

MEP Training in Kerala | HVAC Training in Kerala: HVAC Course Kollam - 0 views

mepcourseinkerala.blogspot.in/...hvac-course-kollam.html

HVAC Course kollam

shared by aghora group on 02 Dec 13 - No Cached
  • aghora group on 02 Dec 13
     
    Aghora group offer excellent training and outsourcing services -HVAC course in cochin,Kollam,kerala for the Heating Ventilation and Air-Conditioning system design.
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.
Ninja Essays

Top 10 HTML5 eLearning Authoring Tools | DigitalChalk Blog - 0 views

www.digitalchalk.com/...tml5-elearning-authoring-tools

html elearning authoring tools blog education technology learning

shared by Ninja Essays on 26 Aug 15 - No Cached
  • Ninja Essays on 26 Aug 15
     
    "As the eLearning industry continues to evolve, the educational system becomes dependent upon HTML5. Due to the fact that the curriculums are becoming more interactive than ever, nearly all students and teachers rely on their devices to when they want to access or present the studying materials. The developers from the eLearning industry constantly create and design new concepts that change the way people learn and teach. HTML5 is one of the main tools used by eLearning professionals, mainly because of its versatility and flexibility."
Michael Johnson

Open for Learning: The CMS and the Open Learning Network | in education - 8 views

ineducation.ca/...-cms-and-open-learning-network

open education educational technology lms opensource technology education OpenEducation PLE learning cms

shared by Michael Johnson on 07 Jun 10 - Cached
  • Michael Johnson on 07 Jun 10
     
    The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.
jodi tompkins

http://italc.sourceforge.net/ - 0 views

italc.sourceforge.net

opensource software classroommanagement education tools

shared by jodi tompkins on 27 Jun 10 - Cached
  • jodi tompkins on 27 Jun 10
     
    Open source classroom mgt software. Replaces programs like Vision6, LanSchool and NetSupport School. Intelligent Teaching and Learning with Computers, aka iTALC, gives teachers the tools they need to manage a computer-based classroom without the high license fees of commercial software. Key features include remote control, demo viewing, overview mode, workstation locking and VPN access for off-site students. Operating System: Windows, Linux
Ben Rimes

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

www.slate.com/2184487

web2.0 wikipedia digg democracy

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.
Walter Antoniotti

Excel Statistics Lab Manual - 0 views

www.businessbookmall.com/Excel-Statistics-Book.htm

statistics mathemtics free lab manual Excel

shared by Walter Antoniotti on 13 Nov 08 - Cached
  • Walter Antoniotti on 13 Nov 08
     
    Free Internet lab manual for the free Internet textbook Statistics using The Quick Notes Learning System. Problems are in column A with directions on how to do them. Data is in column B as is a place for Excel to put the answer. User follows the directions, answers are generated by Excel, user interprets the answer. Complete solution provided in the next worksheet.
Clif Mims

EdTech Action Network - 0 views

www.edtechactionnetwork.org/index.html

aect education educational-technology iste k-12-education politics teacher-education technology-integration

shared by Clif Mims on 12 Jul 08 - Cached
  • Clif Mims on 12 Jul 08
     
    "ETAN provides a forum for educators and others to engage in the political process and project a unified voice in support of a common cause - improving teaching and learning through the systemic use of technology. ETAN's mission is to influence public policy-makers at the federal, state and local levels and to increase public investment in the competitiveness of America's classrooms and students."
Clif Mims

StarLogo on the Web - 0 views

education.mit.edu/starlogo

Free Development Early-Childhood Elementary Kids Software

shared by Clif Mims on 20 Nov 08 - Cached
  • Clif Mims on 20 Nov 08
     
    StarLogo is a programmable modeling environment for exploring the behaviors of decentralized systems, such as bird flocks, traffic jams, and ant colonies. It is designed especially for use by students.
drew polly

NASA Image eXchange (NIX) - Home - 0 views

nix.nasa.gov

images science space

shared by drew polly on 31 Jul 08 - Cached
  • drew polly on 31 Jul 08
     
    Share, exchange and examine images from NASA- great solar system and space resource!
Clif Mims

squeakland : home of squeak etoys - 0 views

squeakland.org

Free Freeware Software Development Kids Early-Childhood Elementary

shared by Clif Mims on 20 Nov 08 - Cached
  • Clif Mims on 20 Nov 08
     
    A free media-rich authoring environment and visual programming system for teaching children powerful ideas in compelling ways
Dean Mantz

Planet Science | Randomise - 0 views

www.scienceyear.com/...index.html

randomise interactive ict system space physics solar Science education create

shared by Dean Mantz on 01 Dec 08 - Cached
  • Dean Mantz on 01 Dec 08
     
    Interactive Solar System
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.
Kristine Goldhawk

Wide Scope » Wordpress as a Replacement Course Management System - 0 views

www.andrewcullison.com/...comment-page-1

Wordpress blog CMS LMS

shared by Kristine Goldhawk on 18 Sep 09 - Cached
  • Kristine Goldhawk on 18 Sep 09
     
    Includes a link to a gradebook plugin for Wordpress. If the costs associated with Moodle (server space and time to manage) are too much, this is another cost-effective way of having a LMS without paying for Blackboard/WebCT/Vista.
Clif Mims

National Lab Day - 2 views

www.nationallabday.org

Math Science Network Networking PBL Technology Technology-Integration

shared by Clif Mims on 08 Mar 10 - Cached
  • Clif Mims on 08 Mar 10
     
    An initiative to build local communities of support that will foster ongoing collaborations among volunteers, students and educators. Volunteers, university students, scientists, engineers, other STEM professionals and, more broadly, members of the community are working together with educators and students to bring discovery-based science experiences to students in grades K-12. When an educator posts a project, our system will help them get the resources needed to bring that project to fruition.
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