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Petra Pollum

Free Technology for Teachers: Wild Sanctuary - Sounds of Nature on Google Earth - 0 views

www.freetech4teachers.com/...tuary-sounds-of-nature-on.html

sounds sanctuary technology web2.0 education tools

shared by Petra Pollum on 13 Sep 10 - No Cached
  • Petra Pollum on 13 Sep 10
     
    Wild Sanctuary is a great resource that allows users to listen to the "sounds of nature" as recorded around the world. Wild Sanctuary offers Google Earth and Google Maps files of placemarks containing audio recordings from around the world. Each placemark features a recording of the sounds of nature (birds, waves, rivers, mammals, etc.) made at that location.
Hanna Wiszniewska

sketch.basement.org: How To Sketchcast - 0 views

sketch.basement.org/...how_to_sketchcast.html

shared by Hanna Wiszniewska on 11 Jan 09 - Cached
  • Hanna Wiszniewska on 11 Jan 09
     
    How To Sketchcast Screen recording tools: * Cam Studio (free) * Krut Recorder (free) * ACA Screen Recorder ($30) * Camtasia Studio (full-featured and very powerful, but $300) * And many, many others. Drawing Tools. For drawing tools, you can pretty much use anything. I really enjoy using Artrage. It's only $25 and there's even a very capable free version. You can even use good ol' MS Paint or the free Paint.net.
Kay Cunningham

ScreenToaster - Online screen recorder. Capture screencasts instantly. - 1 views

www.screentoaster.com

screen capture tools

shared by Kay Cunningham on 16 Nov 08 - Cached
  • Clif Mims on 16 Nov 08
     
    ScreenToaster is a free online screen recorder which allows you to Make screencasts, tutorials and demos. You can record your screen in one click without any downloads. It is compatible with Windows, Mac OS X, Linux. You can also share videos on the Internet in Flash, embed them on blogs/webpages or send them by email.
  • Hanna Wiszniewska on 13 Jan 09
     
    ScreenToaster is a free online screen recorder paired with a video platform dedicated to screencasts. Just the perfect tool to search and find tutorials, howtos, reviews, tips and tricks, showcases, walkthrough and e-learning formations
  • Kay Cunningham on 10 May 10
     
    'Register & use it anywhere, anytime No download. Compatible with Windows, Mac OS X, Linux. Capture videos of onscreen action in one click Record screencasts, tutorials, demos, training, lectures and more. Share and stream videos online in Flash Embed them on blogs and webpages or send them by email. '
Clif Mims

AudioBoo - 9 views

audioboo.fm

2.0 Audio Podcasting Presentations iPhone mobile-technology mobile-learning

shared by Clif Mims on 16 Jan 10 - Cached
  • Clif Mims on 16 Jan 10
     
    "Record and playback digital recordings up to 5 minutes long which can then be posted on" to your personal Audioboo profile page. You can record your "boos" by phone, with the iPhone app or through your web browser. AudioBoo is iTunes ready making it the easiest way to begin podcasting.
Clif Mims

GoView - 3 views

goview.com/...play

Video Tutorials Instructional-Design Web-Apps

shared by Clif Mims on 07 Apr 09 - Cached
  • Clif Mims on 07 Apr 09
     
    GoView made screen recordings easy. You can start recording your computer's screen and audio with just two clicks. Snipping out unwanted segments is as simple as using a pair of scissors. You can also insert title slides to add polish and act as section dividers. After all, your recording is instantly ready to be viewed an share online. It's quick. It's easy. And it's free.
  • nick k on 19 Oct 09
     
    Cliff, I just checked out this service last night. I was so impressed that I changed my current tech class screen cast activity into using GoView from Screen O'Matic.com. GoView is a real winner, I hope they do well enough to survive Beta. Thank you for sharing!
Clif Mims

Record MP3 - 30 views

www.recordmp3.org

Audio Podcasting Literacy Telecommunication Collaboration=Telecollaboration Music 2.0 Tutorials

shared by Clif Mims on 13 Apr 12 - No Cached
  • Clif Mims on 23 Apr 12
     
    Just click the button above to start recording. We will give you an mp3 you can save, and a link you can share with anyone. Record live audio and get an mp3.
Kay Cunningham

Screencast-O-Matic - Free online screen recorder for instant screen capture video sharing. - 23 views

www.screencast-o-matic.com

tools software education prsentations screencasts screen capture web 2.0

shared by Kay Cunningham on 11 Aug 11 - Cached
  • Kay Cunningham on 11 Aug 11
     
    'Screencast-O-Matic is the original online screen recorder for one-click recording from your browser on Windows, Mac, or Linux with no install for FREE!'
titechnologies

Top 11 Tips to Improve AngularJS Performance - TI Technologies - 0 views

www.titechglobal.com/-improve-angularjs-performance

#angularjs #java #laraveldevelopers #developingecommerce #mobileapplications

shared by titechnologies on 16 Oct 18 - No Cached
  • titechnologies on 16 Oct 18
     
    AngularJS is made to rearrange the complex process of building and overseeing JavaScript applications. In view of the Model-View-Controller, or MVC, programming structure, AngularJS is particularly valuable for making single page web apps. Today, online businesses are enormously affected by the performance of web technologies that they use for their respective tasks. Henceforth, it winds up the importance to dive into the majority of the elements that are harming their business growth. AngularJS can rapidly be added to any HTML page with a straightforward tag. In case you're asking why you have a couple of slow pages, here are a few hints to accelerate your code. AngularJS Optimization Tips Batarang Tool to Benchmark Watchers Batarang is an awesome dev tool from the AngularJS developer that brings down your debugging efforts. In spite of the fact that it has numerous new features, some of them enable you to profile and track the execution of your AngularJS performance. In addition, the watch tree figures out which extensions are not destroyed as it is by all accounts if there is an increase in the memory. Chrome Dev Tool Profiler to Identify Performance Bottlenecks This one is a helpful device that gives you the alternative to choose which profile type you need to make. Take Heap Snapshot, Record Allocation Timeline, and Record Allocation Profile are utilized for memory profiling. After this performance improvement, your app will complete in under two seconds and clients can freely connect with it then. Limit your watchers Talking about which, whenever you introduce data-bindings, you make more $scopes and $$watchers, which drags out the digest cycle. Excessively numerous $$watchers can cause lag, so restrain their utilization as much as possible. Utilize scope.$evalAsync On the off chance that you endeavor to manually initiate the digest cycle while it's now running, you could get an error. To keep this from happening, utilize scope.$evalAsync rather than $appl
Abhinav Outsourcings

How to determine your eligibility for Australia Immigration with Australia PR Points - 0 views

www.apsense.com/...-with-australia-pr-points.html

australia pr points visa calcultor immigration

shared by Abhinav Outsourcings on 20 Jun 19 - No Cached
  • Abhinav Outsourcings on 20 Jun 19
     
    Australia immigration rate continues to touch record-breaking heights with each passing year. Recently, the overseas arrivals to the country recorded with more than 115,000 in the month of February 2019. Surprised? quit naturally so. Australia's strong economy is the biggest reason why skilled workers around the globe are choosing this country as their new home. If you are too planning for Australia migration, then it's important for you to know about the ins and outs of the process. And, for this one must start by learning about the Australia PR points calculator system.
diggiweb

YouTube error 400 - How to fix it - DiggiWeb - 0 views

diggiweb.com/outube-error-400-how-to-fix-it

YouTube Error 400

shared by diggiweb on 03 Nov 20 - No Cached
  • diggiweb on 03 Nov 20
     
    YouTube is the highest web index for recordings, tunes, film trailers, and considerably more. Controlled by Google, it is the best spot for watching recordings on the web.
Eddie Perej

Beneficial Online Short Term Deal For Bad Creditor Borrowers - 0 views

www.90dayloansbadcredit.us/...hd2-l.jpg

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shared by Eddie Perej on 28 Apr 16 - No Cached
  • Eddie Perej on 28 Apr 16
     
    90 days short term loans offers best cash help for people when they have not good credit records.They can obtain cash in few minutes of applying with us. Fulfill their cash demands on time without any credit check history. They can reduce their sudden cash burden with this online loans amount .
  • Eddie Perej on 28 Apr 16
     
    90 days short term loans offers best cash help for people when they have not good credit records.They can obtain cash in few minutes of applying with us. Fulfill their cash demands on time without any credit check history. They can reduce their sudden cash burden with this online loans amount .
Mark Cruthers

WiZiQ free Virtual Classroom - 47 views

video

free virtual_classroom virtual_whiteboard wiziq

started by Mark Cruthers on 11 May 08 no follow-up yet
Evanta Technologies

Core Java Online Course - Java Online Course - Java Learning Online | Evanta Technologies - 0 views

www.evantatech.com/...ning-online-online-java-course

core java online course training courses

shared by Evanta Technologies on 17 Jul 16 - No Cached
  • Evanta Technologies on 17 Jul 16
     
    Learn Best Core Java Training from Experts trainers with real time experience and having excellent teaching track record. The course covers details of Core Java
Evanta Technologies

Evanta Technologies :: Enabler in Excellence - 0 views

Online Learning Courses IT training program

shared by Evanta Technologies on 18 Jun 16 - No Cached
  • Evanta Technologies on 18 Jun 16
     
    Evanta Technologies is a strategic IT training company that has been institutionalized on certain specific IT training principles. Our core objective for starting this company is to provide a comprehensive Instructor-led module based IT training. They have a track record 125 Courses Offered, 4781 Trained Students, 550 Instructors.
li li

French team get first win of the group stage - 0 views

France 23 points 17 points Parker pummeled English Bartum three contributions to 165Batum scored 17 points and Tony Parker nrl snapbacks had 16 points and five assists to lead his team to rely on ...

started by li li on 06 Sep 13 no follow-up yet
li li

Super resumption of hostilities today Guoan Hengda of - 0 views

After almost two weeks of intermittent Super League resumption of hostilities today, one of the most attractive eye each is undoubtedly playing soccer team jerseys Guangzhou Hengda home with Beijin...

started by li li on 15 Aug 13 no follow-up yet
Enrique Jobson

Cash Advance Payday Loans : Great Monetary Support For Needy People With Blemished Record - 0 views

www.slideshare.net/...y-people-with-blemished-record

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shared by Enrique Jobson on 03 Sep 15 - No Cached
  • Enrique Jobson on 03 Sep 15
     
    Do you need urgent monetary support to get rid off from unforeseen cash crunches? If answer is yes, then you must apply for the credible financial solution with the easy application procedure such as security free. Apply Now
Brian Yearling

Matterhorn Overview | Opencast - 13 views

www.opencastproject.org/...matterhorn

education tools opensource media matterhorn opencast rss audio video

shared by Brian Yearling on 30 Jun 10 - Cached
  • Brian Yearling on 30 Jun 10
     
    "Matterhorn is a free, open-source platform to support the management of educational audio and video content. Institutions will use Matterhorn to produce lecture recordings, manage existing video, serve designated distribution channels, and provide user interfaces to engage students with educational videos. "
  • Brian Yearling on 30 Jun 10
     
    Finally an alternative to incredibly expensive lecture capture and over technical podcasting software.
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.
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