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Michael Johnson

Surprising Study: 4 of 5 Professors Embrace Social Media | Higher Ed and Social Media... - 13 views

edudemic.com/...and-teaching-with-social-media

Social Media teaching Teaching and Learning educational technology

shared by Michael Johnson on 18 May 10 - Cached
  • Michael Johnson on 18 May 10
     
    It's apparently a common misconception that professors are not willing to embrace social media. According to a new study from the Babson Survey Research Group, more than 80 percent of ...
Dennis OConnor

E-Learning Graduate Certificate Program: Problem solving in an online constructivist cl... - 0 views

elearning-certificate.blogspot.com/...problem-solving-in-online.html

e-learning constructivism problem solving graduate

shared by Dennis OConnor on 12 Jan 11 - No Cached
  • If you come across a question you can't answer, be honest. Don't bluff or portray yourself as an expert when you aren't. Instead model the collaborative skills you've developed and work together with the student to solve problems.
  • By sharing power you enhance the learning community. 
  • 1. Wait time.
  • ...8 more annotations...
  • Here are some problem solving tips.
  • 2. Admit when you're uncertain.
  • 3. Practicum Interns should consult with your cooperating instructor on anything that might get sticky.
  • In an internship,  go to your cooperating cooperating instructor first.  
  • When you're teaching online for a company or university use the chain of command.
  • 4. Use your search skills.
  • Problem solving is an ongoing process. 
  • See our NEW Checklist for Online Instructors for a comprehensive guide to best practices in e-learning! 
Dennis OConnor

Live Tools: A-K - 0 views

c4lpt.co.uk/...conferencing.html

synchronous web2.0 e-learning collaboration

shared by Dennis OConnor on 11 Jan 11 - Cached
  • Live Tools These tools can be used for live meetings/conference, virtual classrooms, for remote access to computers and/or to access or create virtual worlds.
  • Dennis OConnor on 11 Jan 11
     
    Excellent listing of synchronous tools!
Dennis OConnor

Skype and Kinect could be Microsoft's new killer combo - GeekWire - 12 views

www.geekwire.com/...osofts-skype-deal-sense-kinect

skype kinect web 2.0

shared by Dennis OConnor on 10 May 11 - No Cached
  • Microsoft’s blockbuster agreement to acquire Skype is all but assured now, with multiple reports citing a purchase price of $8.5 billion,
  • The skepticism is warranted. Microsoft has had a rough time with big acquisitions in the past, and Skype will be seen by many in the industry as tying its fortunes to an over-the-hill technology giant that has struggled in consumer markets.
  • But many of the people trying to wrap their heads around the deal are missing an important point — the more than 10 million Microsoft cameras connected to television screens in homes around the world.
  • ...2 more annotations...
  • That’s how many Xbox 360 Kinect sensors have been sold in six months.
  • Whether or not all of this justifies the $8+ billion price tag isn’t clear. Google and Facebook were reportedly discussing $3 billion to $4 billion at one point in their talks with Skype, which suggests that Microsoft was willing to pay a premium to keep those competitors at bay.
  • Dennis OConnor on 10 May 11
     
    A few years from now when the 'Holo Deck" is real and brought to you via the Cloud by our buddies in Redmond, will we remember it all started with Kinect & Skype?    if games drive virtual presence toward a 3d experience... I'll take the ride and try to figure out how to use it in teaching and learning. 
R Cabezas

programming - What makes a good educational game? - Game Development - Stack Exchange - 0 views

gamedev.stackexchange.com/...-makes-a-good-educational-game

shared by R Cabezas on 26 Jul 11 - No Cached
    • R Cabezas
      R Cabezas on 26 Jul 11
       
      How do these qualities relate to website evaluation? 1. interface design (relateable Characters/avatars, game world immersion)  2. content organization 3. site architecture (game world immersion), last but not least and especially,  4. interactivity. Interactivity: 1. Needs to engage all senses (multimodal: touch, color/sight, sound, smell, kinesthetic), 2. Lot's of breaks (information chunking), 3.  
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
  • ...18 more annotations...
  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Dennis OConnor

Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 13 views

www.somerandomthoughts.com/...s-keynote-at-moodlemoot-canada

keynote martin dougiamas imoot moodle

shared by Dennis OConnor on 07 May 11 - No Cached
  • Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmonton.
  • Martin updated us with the current stats on Moodle 54,000 verified sites worldwide. 41 Million users 97 language packs (17 fully complete, the rest are in various states) 54 Moodle Partners who fund the project and its going very well ensuring the project will continue into the future. (such as Remote-Learner who I work for) USA still has the highest raw number of installations and Spain has half of that with much less population. Brazil is now 3rd in the world and has overtaken the UK now in total installs. 3 of the top 10 are English speaking per head of population, Portugal has the largest number of Moodle installations.
  •  ”a lot of people find that giving students the ability to teach is a valuable learning process” – Martin Dougiamas.
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  • As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined on Moodle Docs. It details the typical 10 step progression which looks like: Putting up the handouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes and Assignments (less management) Using the Wiki, Glossary and Database tools (interactive content) Facilitate discussions in Forums, asking questions, guiding Combining activities into sequences, where results feed later activities Introduce external activities and games (internet resources) Using the Survey module to study and reflect on course activity Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways Conducting active research on oneself, sharing ideas in a community of peers
  • A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies and knowledge.  Many people really want this “Content Pump” focus, becuase it is what they need. Others use it as a community of practitioners, connected activities, content created by students and teachers alike and many methods of assessment. These are the two ends of the spectrum of usage.
  • Moodle has two roles: to be progressive and integrate with things coming up, and a drag and drop UI, with innovate workflows and improve media handling and mobile platforms to be conservative and improve  security and usability and assessment , accredition, detailed management tracking and reports and performance and stability
  • Since Moodle 1.9 came out three years ago,  March 2008 and most are still using the three year old code which has had fixes applied since then (1.9.11 is the current release.) The support for 1.9 will continue until the middle of 2012 as it is understood that it will be a big move to Moodle2.   “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 months more work” .
  • However, the ongoing support for each release will be 1 yr moving to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
  • What will be in Moodle 2.1? Performance Restore 1.9 backups Quiz/question refactor Page course format Interface polishing Official Mobile app (there now is a Mobile division)
  • HQ are working on an official app which uses Moodle 2 built-in web services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
  • Moodle HQ has looked at what is Mobile really good at and identified them one by one and implemented them.  This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for the iPhone first and then someone will make it for Android so it will lag behind, but will be the same.
  • What is going to happen in 2.2 and beyond?
  • Grading and Rubrics Competency Tracking (from activity level, course level, outside courses to generate a competency profile) Assignment (planning to combine all 4 into one type and simplify it) Forum (big upgrade probably based on OU Forum) Survey (to include feedback/questionnaire – being rewritten currently) Lesson Scorm 2 Improved reporting IMS LTI IMS CC (although it is in 1.9 needs to be redone)
  • Dennis OConnor on 07 May 11
     
    An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 .  (I'll make the move when we have 2.1 or 2.2.)  
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in/...ek-4-discussion-questions.html

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    Discussion Question 1. Public order crimes, public-order offenses, or crimes against the public order, include offenses such as fighting, breach of peace, disorderly conduct, vagrancy, loitering, unlawful assembly, public intoxication, obstructing public passage, and (illegally) carrying weapons. Please respond to the following questions: * How do public order crimes differ from other types of crime, as defined by the criminal justice system?
iupdateyou123

Job For Fresher- .Net Developers - 0 views

www.iupdateyou.org/...job-for-fresher-net-developers

.net net framework 4 online jobs job search in new york ny city website it I need a software engineer description engineering

shared by iupdateyou123 on 25 Nov 14 - No Cached
  • iupdateyou123 on 25 Nov 14
     
    Company- Staffing / Employment Agency Salary Preferred- 70,000 $ To 95,000.​00 $ Yearly Job Location- New York City NY Job Type- Full Time Experience Required- 0 To 2 Years Eligibility- Bachelor's degree Job Responsibilities- Candidate should be known by full SDLC for new cross platform browser-based systems along this converting and enhancing legacy desktop applications into the modem browser applications.
iupdateyou123

Read- How To Impress Your -Dear Husband- - 0 views

www.yogeshkumar.org/?p=849

love wife husband married life happy

shared by iupdateyou123 on 27 Feb 15 - No Cached
  • iupdateyou123 on 27 Feb 15
     
    2. क्या आपको ऐसा लगता है, आपके पति आपकी ओर ध्यान नहीं देते हैं ? 3. क्या आपको ऐसा लगता है, आपके पति आपसे प्यार नहीं करते हैं ? 4. क्या आपके पति आपकी जरूरतें पूरी नहीं करते हैं ? 5. क्या आप अपने पति को अपने वष में करना चाहती हैं ?
iupdateyou123

Learn- How To Impress Your Husband - 0 views

www.yogeshkumar.org/controll-husband

love happy life marry husband wife

shared by iupdateyou123 on 26 Feb 15 - No Cached
  • iupdateyou123 on 26 Feb 15
     
    2. क्या आपको ऐसा लगता है, आपके पति आपकी ओर ध्यान नहीं देते हैं ? 3. क्या आपको ऐसा लगता है, आपके पति आपसे प्यार नहीं करते हैं ? 4. क्या आपके पति आपकी जरूरतें पूरी नहीं करते हैं ? 5. क्या आप अपने पति को अपने वष में करना चाहती हैं ?
chakri_seo

4 creative ways of video conferencing - 0 views

Video Conferencing Software belongs to any productive kit, and not just for meetings. It is used creatively with the combination of high quality and low bandwidth. The collaboration features can he...

conferencing products conference Web video Internet HD India

started by chakri_seo on 07 Nov 14 no follow-up yet
prasadintership

PEGA 7.4 Certification Training | Pega CRM Course | OnlineITGuru - 0 views

onlineitguru.com/online-training-placement.html

Pega Online training Pega Online course

shared by prasadintership on 30 Jan 19 - No Cached
  • prasadintership on 30 Jan 19
     
    we are providing pega online training with real time experts contact us for more details
NAILMALL

U'GoPros Blogs - Plumbing Services Complete Plumbing Services in USA - 0 views

ugopros.com/...-usa-u-gopros-plumbingservices

U'Go Complete Service Plumbing Services Best Auto Repair Window Tinting Wedding Planner Organiser DJ Performing Catering & Home Roofing Tips Maintenance Professional Electrician Mechanic ServicesTags: in

shared by NAILMALL on 30 Apr 19 - No Cached
  • NAILMALL on 30 Apr 19
     
    We have an online platform that we provide you with a vetted, insured, skilled professional in these fields complete plumbing services, professional electrician services, DJ performance, Roofing services, auto Mechanic, catering services and cleaning
blueocean22

DevOps Training in Bangalore | DevOps Training and Certification - 0 views

www.blueoceanlearning.com/...devops-training

devops training education Web2.0 learning teaching

shared by blueocean22 on 18 May 18 - No Cached
  • blueocean22 on 18 May 18
     
    Devops is the point of unison and convergence of development, quality assurance ,and operations. The collaborative efforts of the developers and IT Professionals in facilitating an environment where designing ,testing and implementing the software happens at a faster pace and is more reliable and trust worthy. DEVOPS is a business practice and an approach which has a profound impact on the whole IT fraternity . DEVOPS is basically dominated or guided by a certain set of norms or principles 1. It's all about the app end user's experience 2. According to this , developing ,testing and running of software is an integrated process 3. Performance is a discipline 4. It believes in building faster and learning quicker even if one fails 5. Loosely coupled service oriented components 6. Automation of all that can be automated. 7. Monitoring as an enabler and a discipline. The tools for DEVOPS can be categorised based on the layer of automation chosen . For instance-configuration management uses puppet as the frequently used software, continuous integration uses Jenkins and monitoring uses Nagios . These are just some of the few automation layers, there are many more such as revision control system, software configuration management, infrastructure automation etc which have unique and effective software to execute these functions. These tools of DEVOPS are extensively used in getting work done within a shorter span of time without any disruptions. DEVOPS believes in inculcating assiduous practices such as sharing and speaking about the project, collaboration amongst the various departments , feedback loop creations and breaking the ice between the team members belonging to diversified groups. The benefits of DEVOPS such as shorter development cycles, reduced costs , fewer deployment issues and shared responsibilities of developers and IT professionals is something that the whole IT world has witnessed and post this revelation , the demand for DEVOPS architects
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