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kulvant556

How to plan your profit with QuickBooks budgeting? - 0 views

www.wizxpert.com/plan-with-quickbooks-budgeting

QuickBooks

shared by kulvant556 on 30 Jan 18 - No Cached
  • kulvant556 on 30 Jan 18
     
    Looking to plan your profit with QuickBooks budgeting? Here in this blog, we have described in detail what it is as well how important role it can play to grow your business. Learn how we can plan as well implement it.
Abhinav Outsourcings

How to migrate to Australia from India - 0 views

www.abhinav.com/...e-to-australia-from-india.aspx

how to migrate australia moving immigration from india immigrate

shared by Abhinav Outsourcings on 21 Jan 23 - No Cached
  • Abhinav Outsourcings on 21 Jan 23
     
    How to get migrate to Australia from India? Apply through Abhinav Immigration, we are most reliable consultancy helping in moving to Australia.
elliswhite5

Buy Facebook Ads Accounts - 100% Cheap Verified BM For sale - 0 views

realserviceit.com/...buy-facebook-ads-accounts

Education Web2.0 tools technology learning resources teaching immigration visa 2.0

shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    What's Facebook and how does it work? Facebook is a social media platform that has more than 2 billion users. It's the most popular social media platform in the world, and it's used by people of all ages, races, countries and interests. Buy Facebook Ads Accounts Facebook ads are like advertisements on TV or radio: they're meant to get your ad seen by as many people as possible. If you want to reach more people with your message-like if you're selling something online-you should use Facebook ads! Buy Facebook Ads Accounts Facebook Ads Accounts Why do you need to buy a Facebook Ads Account? Facebook ads are the most effective way to reach your audience. You can create and manage them for free, but they are not free from cost. If you want to use ads as a promotional tool or growth strategy, then having an ad account will help you in this matter. You can use Facebook Ads to promote your business, products or services on Facebook pages with thousands of followers. Buy Facebook Ads Accounts In addition, there is no limit on the number of impressions per day that an advertiser can run their ads for (unlike Google AdWords). This means that if someone else has been using up all their budget up until now due to poor results from using them previously then he/she may now be able to start getting some traction with this new method! How can we help you to buy a Facebook Ads Account? We can help you to buy a Facebook Ads Account. We will provide you with an ad account that will help your business grow, and we'll work with you to get your business on the right track. If your business is running in the USA or any other country and want to promote it, our company will help you buy a facebook ads account. Buy Facebook Ads Accounts If your business is running in the USA or any other country and want to promote it, our company will help you buy a facebook ads account. You can buy a Facebook Ads Account from us if you want to run your business on social media platf
Jonathan Lederman

How to make a complete bibliography in less than two minutes with Zotero on Vimeo - 0 views

vimeo.com/50263997

how to bibliography zotero

shared by Jonathan Lederman on 27 Sep 12 - No Cached
  • Jonathan Lederman on 27 Sep 12
     
    This video demonstrates how to make a complete bibliography in less than two minutes using Zotero and .pdf files sourced from online academic journals. These articles were obtained from the Journal of Digital Asset Management.
Leslie Holwerda

New Personal Learning Networks - Stephen's Lighthouse - 0 views

stephenslighthouse.com/...personal-learning-networks

PLN socialbookmarking network Web Learning

shared by Leslie Holwerda on 11 Nov 11 - No Cached
  • Seek out experts on the web.
  • Filter.
  • Don’t just consume, contribute.
  • ...7 more annotations...
  • Start following blogs you find interesting.
  • Employ a social bookmarking site.
  • Be yourself!
  • Interact with sources both big and small.
  • Join a professional social network.
  • Find a great online community.
  • Share links of interest.
  • Leslie Holwerda on 11 Nov 11
     
    How to! PLN development
Christopher Pappas

The Twitter Guide for Teachers - 0 views

elearningindustry.com/the-twitter-guide-for-teachers

Twitter for to Twitter For Teachers Twitter in Education Twitter in classroom guide teachers education web2.0 Tools technology

shared by Christopher Pappas on 06 Aug 13 - No Cached
  • Christopher Pappas on 06 Aug 13
     
    The Twitter Guide for Teachers Twitter can be an incredible tool for both teachers and students when used correctly. As a teacher, your role in the process is to be professional, understanding, and as creative as possible. In regards to Twitter, the possibilities are as endless as you make them. At the Teachers Guide to Twitter you will find: How as a teacher can you effectively utilize Twitter, a creative writing lesson plan using Twitter, 15 creative ways to use Twitter in the classroom, and 17 videos on how as a teacher can you use Twitter in classroom! http://elearningindustry.com/the-twitter-guide-for-teachers
Sarah Bresnahan

Keeping Essay Ideas Flow When Writing - 0 views

researchessays.zohosites.com/...-Essay-Ideas-Flow-When-Writing

essay ideas flowing research essays paper research papers writing your research essay

shared by Sarah Bresnahan on 14 Aug 13 - No Cached
  • Sarah Bresnahan on 14 Aug 13
     
    A big problem comes if the student fail to convert ideas into something useful. Now, how one could begin writing the essay itself if faced this kind of obstacle. So, today I will share my little notes of how to keep ideas flowing.
Christopher Pappas

Teachers Are Heroes Infographic | e-Learning Infographics - 0 views

elearninginfographics.com/eachers-are-heroes-infographic

teachers heroes infographic infographics education web2.0 tools technology resources learning teaching

shared by Christopher Pappas on 24 Nov 13 - No Cached
  • Christopher Pappas on 24 Nov 13
     
    Teachers Are Heroes Infographic Teachers change the world by spreading knowledge and making impact on their students. Learn more about how teachers are heroes and how they shape not only our education, but our entire world. http://elearninginfographics.com/teachers-are-heroes-infographic/
lisa_morgan

Why and How Should Teachers Use Podcasts? - EdTechReview™ (ETR) - 0 views

edtechreview.in/...w-should-teachers-use-podcasts

podcasting tips

shared by lisa_morgan on 24 May 15 - No Cached
  • lisa_morgan on 24 May 15
     
    Here are a set of tips on how you can make best use of podcast for sharing and receiving information as a teacher.
jodi tompkins

What is Twitter? - 8 views

www.animatedexplanations.com/Animation.aspx

twitter web2.0 technology resources

shared by jodi tompkins on 07 Jul 10 - Cached
  • jodi tompkins on 07 Jul 10
     
    Twitter is growing at an impressive rate. But what does Twitter look like? How does it work? And how do you get started with it? In this film you learn everything you need to know to get started with Twitter
andro mida

Google Translator - 0 views

hubpages.com/...google-translator

google translator lanugage tanslate

shared by andro mida on 08 Aug 10 - Cached
  • andro mida on 08 Aug 10
     
    This article is about how to use Google translate and how to convert a webpage into any foreign language using Google translation tool.
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Hanna Wiszniewska

Put your thinking hat on: How Edward de Bono's ideas are transforming schools - Schools... - 0 views

www.independent.co.uk/...nsforming-schools-1518507.html

shared by Hanna Wiszniewska on 29 Jan 09 - Cached
  • Hanna Wiszniewska on 29 Jan 09
     
    Teaching children how to think has brought academic success to schools in Manchester. But will techniques pioneered by the guru Edward de Bono catch on?
Hanna Wiszniewska

Top 10 Web 2.0 Tools for Young Learners : February 2009 : THE Journal - 2 views

www.thejournal.com/...23898_1

web2.0 elementary

shared by Hanna Wiszniewska on 04 Feb 09 - Cached
  • Hanna Wiszniewska on 04 Feb 09
     
    Technology needs to trickle up, she said, not down. We need to give the most powerful tools to the most vulnerable populations because they are the ones who need it. "Young learners, non-readers," she continued, "need high-speed access, they need animation and graphics and sound. And that's the truth." According to Lovely, and education technology consultant and speaker at the FETC 2009 conference in Orlando, FL in January, it was the recognition of those needs that led her to develop a "top 10 list" of go-to technology tools to help inspire young students and empower under-funded teachers. "The important thing to remember here," she said, "is that this isn't about simply providing you with 10 links. It's much more important to ask, 'What are you going to do with these things? How are you going to use these tools?' That's why we're here," she said. "So I can show you not only what's out there but also how other educators are using these resources to teach their students right now."
Barbara Lindsey

Digital Natives - 9 views

www.digitalnative.org/#home

digital natives cybersafety fryer media

shared by Barbara Lindsey on 02 Jan 10 - Cached
  • Barbara Lindsey on 02 Jan 10
     
    A collaborative space supported by the Berkman Center for Internet & Society at Harvard Law School and the Research Center for Information Law at the University of St. Gallen in Switzerland. The project's goal is to better understand young people's experiences with digital media, including Internet, cell phones and related technologies. By gaining insight into how digital natives make sense of their interactions in this digital lanscape, we may address the issues their practices raise, learn how to harness the opportunities their digital fluency presents, and shape our regulatory and educational frameworks in a way that advances the public interest. Thx to Wes Fryer for this find!
Michael Johnson

E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes - 20 views

www.downes.ca/31741

eLearning social media teaching learning web 2.0 e-learning Downes

shared by Michael Johnson on 12 Jan 11 - Cached
  • In general, where we are now in the online world is where we were before the beginning of e-learning [1]. Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world. Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
  • networked markets
  • In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
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  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared. This belief is manifest in such things as free and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
  • "Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways"
  • Web 2.0 is not a technological revolution, it is a social revolution.
  • It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Also a place to receive and give feedback. I believe that one of the things that learners need to have to be prepared for learning in this space (social media or web 2.0) is the ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-learning, the closest thing to a social network is a community of practice, articulated and promoted by people such as Etienne Wenger in the 1990s. According to Wenger, a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
  • Yahoo! Groups
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      So, I believe he is saying that virtual communities of practice that form naturally are more real and approach what Wenger was talking about better than contrived "communities" put together in classes. That may be true. but does it have to be? If people come together to with a common purpose and the instructor allows the students freedom to explore what is important to them then I would hope that this kind of community can develop even in formal educational settings. Relevance is a key issue here!
  • "We're talking to the download generation," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the option to download information about education and careers the same way you can download music? It untethers content from the Web and lets students access us at their convenience." Moreover, using an online service such as Odeo, Blogomatrix Sparks, or even simply off-the-shelf software, students can create their own podcasts.
  • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
  • Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
  • This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I like the idea of students passing on their work to be fodder for someone else's learning. In this way we change to from a learner to a learner/teacher! (See Dillon Inouye's work and Comments from John Seeley Brown)
  • More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications. Work on such a set of applications has begun in a number of quarters, with the E-Learning Framework defining a set of common applications and the newly formed e-Framework for Education and Research drawing on an international collaboration. While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Jon Mott has some cool ideas related to this paragraph.
  • he most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
  • game "modding" allows players to make the game their own
  • Words are only meaningful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meaning depending on whether I ask for a broom or a mop. You cannot create that context ahead of time— it has to be part of the experience.
  • A similar motivation underlies the rapidly rising domain of mobile learning [24]—for after all, were the context in which learning occurs not important, it would not be useful or necessary to make learning mobile. Mobile learning offers not only new opportunities to create but also to connect. As Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large"
  • "ubiquitous computing."
  • what this means is having learning available no matter what you are doing.
  • The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there and "learn from the best" that is available. Find, organize, evaluate, analyze, synthesize, as well as create. I agree with Chris Lott (@fncll) that creativity is vital! (I am just not so sure that it is a non-starter to say that we should be moral first...though it could be argued that we should become moral through the creative process).
  • And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
  • Michael Johnson on 12 Jan 11
     
    Stephen Downes' take on eLearning and what the future holds
Allison Burrell

Squareleaf - 35 views

squareleaf.net

stickynotes organization tools squareleaf productivity notepad todo web2.0 organize student

shared by Allison Burrell on 02 Mar 11 - Cached
  • Allison Burrell on 02 Mar 11
     
    Virtual sticky notes Squareleaf is a simple and intuitive virtual whiteboard, complete with all the sticky notes you'll ever need. Unlike the real thing, our notes don't fall off all of the time. Work how you want Squareleaf doesn't force you to keep boring old tabular lists. Arrange your notes how you see fit, quickly and easily. Coming soon A Pro version with even more cool features and stuff. Not too many though, just enough and no more.
Sarah Eeee

The Magic of Higher Education - Old School, New School - The Chronicle of Higher Education - 0 views

chronicle.com/...283

education capitalism highereducation teaching learning

shared by Sarah Eeee on 04 Mar 11 - No Cached
  • When we view faculty as labor and students as customers, we do not see magic; we see expenses and revenue on a profit-and-loss sheet. We would be better off selling tickets to a magic show.
  • When we present the university as a corporation, the faculty as labor, and the students as customers, we lose sight of our core mission of teaching and learning. Just as the corporate analogy distracts, the customer analogy detracts. Presenting the student as a customer rather than as a partner in learning is condescending at best. It is a short-run view that focuses on interactions with students as a series of financial transactions rather than a network of human relationships. When we view education as consumption, administrators are forced to side either with faculty at the expense of the students or with students at the expense of the faculty. When our focus is on learning as a form of development, we can spend our energy on finding ways to support the creativity and growth of both partners in this relationship.
  • But the reality is that those of us who labor in academe range from part-time work-study students to outsourced janitors and food-service workers, to campus police, librarians, doctors, legal counsel, and a myriad of student counselors, among others. Many of the working conditions that affect professors also affect the rest of us. Much more is to be gained by seeing the conditions we have in common than by painting a picture of faculty as uniquely oppressed. Building bridges between faculty and administration is a necessary step in creating a campus culture that values teaching and learning and that is oriented toward the success of both students and faculty.
  • ...2 more annotations...
  • Professors seem to have a strange sort of tunnel vision when it comes to defining labor on campus. Apart from their fellow faculty members, their view rarely includes those outside of the line on the organizational chart that links themselves to their presidents. They seem to look through their chairs, deans, and provosts to their most senior leaders.
  • Academic discussions of the corporatization of higher education frame the institution as a corporation and the faculty as the labor oppressed by this structure. But academics need to realize that the corporate model dehumanizes everyone on campus, not just the faculty.
  • Sarah Eeee on 04 Mar 11
     
    How can we be inspirational teachers at a distance? How do we achieve this 'magical' element, rather than just replicate the base demands of the corporate university?
Soniya Patel

Is it better to choose a website template or is better to opt for custom development - 0 views

webdevelopmentphpandnews.blogspot.com/...o-choose-website-template.html

business development efforts custom website developed template

shared by Soniya Patel on 08 Jun 11 - No Cached
  • Soniya Patel on 08 Jun 11
     
    What with the growth of the Internet, it comes as little surprise that Internet technologies are advancing at a very rapid pace. Today, more and more businesses understand the importance of a strong online presence and how it can help in your business development efforts. There is no doubt that starting a website is very valuable to your business. But how do you go about doing this in order to avoid problems and exploit the benefits.
Kay Cunningham

Outbrain Study Gives Insight Into Content Discovery Trends Across the Web's L... - 13 views

blog.outbrain.com/...-content-discovery-report.html

research user behavior researchers search searching

shared by Kay Cunningham on 05 May 11 - No Cached
  • Kay Cunningham on 05 May 11
     
    'To do this, we looked at traffic patterns from 100 million sessions across more than 100 premium publishers that are currently using our platform to see how readers are accessing content, where they're finding it and how they're engaging with that content. We've compiled this data into our inaugural report, and our hope is to use this as a benchmark against future quarterly trend analysis.'
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