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padminiprwatech

Key Differences between Hadoop and Apache Spark - learnbigdata.over-blog.com - 0 views

learnbigdata.over-blog.com/...n-hadoop-and-apache-spark.html

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shared by padminiprwatech on 17 Dec 19 - No Cached
  • padminiprwatech on 17 Dec 19
     
    Get to know more about the differences between Hadoop and Apache Spark.
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)
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  • 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.
Mari Yamauchi

Do nontask interactions matter? The relationship between nontask sociability of compute... - 2 views

onlinelibrary.wiley.com/...full

SCLL edtech collaboration education learning

shared by Mari Yamauchi on 20 Apr 11 - No Cached
  • Mari Yamauchi on 20 Apr 11
     
    Do nontask interactions matter? The relationship between nontask sociability of SCCL and learning ... (Abedin et al 2011) http://ow.ly/4Ezs9
Eddie Perej

Loans Bad Credit  - Instant Cash Help Facilitate Bad Creditor Before Payday - 0 views

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shared by Eddie Perej on 30 Mar 16 - No Cached
  • Eddie Perej on 30 Mar 16
     
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buyetsy

Buy Verified Paxful Account - 100% Safe & Best Accounts. - 0 views

reviewsserviceit.com/...buy-verified-paxful-account

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shared by buyetsy on 16 Aug 23 - No Cached
  • reviewsserviceit on 16 Aug 23
     
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    Buy Verified Paxful Account Introduction A person-to-person marketplace called Paxful accepts more than 300 different payment methods. Direct trading in a wide range of currencies is possible between buyers and sellers. Both buyers and vendors on Paxful are free. An inexpensive fee is instead added to each transaction to encourage buyers and sellers to use the site.
elliswhite5

Buy SiteJabber Reviews - 100% Non-Drop,Safe, Permanent, Cheap ... - 0 views

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shared by elliswhite5 on 03 Aug 23 - No Cached
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elliswhite5

Buy Google 5 Star Reviews - 100% Non-Drop,Safe,Real 5 Star Reviews.... - 0 views

realserviceit.com/...buy-google-5-star-reviews

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shared by elliswhite5 on 02 Aug 23 - No Cached
  • wallaceclient56 on 02 Aug 23
     
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My Kingdom Books

Personalised 3D Animated Fairytale Story Book | My Kingdom Books - 0 views

www.notonthehighstreet.com/...animated-children-s-story-book

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shared by My Kingdom Books on 17 Nov 16 - No Cached
  • My Kingdom Books on 17 Nov 16
     
    My Kingdom Book is the perfect birthday gift or Christmas present. The book on it's own is a great keepsake for newborns and the App is ideal for children aged between 2 - 8 years old.
Jackie McAnlis

Serif vs Sans: The Final Battle | Visual.ly - 0 views

visual.ly/serif-vs-sans-final-battle

shared by Jackie McAnlis on 18 Jan 17 - No Cached
  • Jackie McAnlis on 18 Jan 17
     
    Here's a neat infographic that explains the differences between serif and sans serif fonts. You'll learn when to use one over the other as well as
Victorious Kidss Educares Pune

Leading High School in Pune - 0 views

www.victoriouskidsseducares.org/middle-years-programme.html

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shared by Victorious Kidss Educares Pune on 21 Apr 16 - No Cached
  • Victorious Kidss Educares Pune on 21 Apr 16
     
    The Middle Year Programme : High School in Pune is for pupils aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers. To know more about this programme visit our website @ http://www.victoriouskidsseducares.org/middle-years-programme.html
Clif Mims

Giving Anonymously - 10 views

www.givinganon.org

Service Social-Studies Christian

shared by Clif Mims on 02 Nov 10 - Cached
  • Clif Mims on 02 Nov 10
     
    "A non-profit organization facilitating generosity between people."
  • David Jones on 21 Aug 15
jodi tompkins

cooperative - collaborative definition - 12 views

home.capecod.net/...coopdefinition.htm

shared by jodi tompkins on 25 Jun 10 - Cached
  • jodi tompkins on 25 Jun 10
     
    Difference between cooperative learning and collaboration.
Clif Mims

Campaign Trail Collaboration - 2 views

campaigntrailcollaboration.wikispaces.com/Live+Page

Social-Studies Collaboration=Telecollaboration Video

shared by Clif Mims on 02 Oct 09 - No Cached
  • Clif Mims on 02 Oct 09
     
    Mock Presidential debate between classes in Kansas and Connecticut via Skype.
David Wetzel

To Blog or Not To Blog in Science or Math Class - 0 views

www.teachscienceandmath.com/...-blog-in-science-or-math-class

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shared by David Wetzel on 12 Aug 10 - Cached
  • David Wetzel on 12 Aug 10
     
    The primary purpose of blog is to facilitate interaction between a teacher and his or her students. This is possible because a blog is a dynamic tool which can be easily updated or transformed as necessary to meet the needs of a science or math class. The integration of blog technology in a class requires an investment of time. Because of this commitment, additional evidence is needed to support the integration this technology in a science or math class curriculum.
Lisa Durff

K12 Online Conference 2008 | Professional Learning Networks "Online Professional Deve... - 1 views

k12onlineconference.org/?p=205

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shared by Lisa Durff on 19 Jul 08 - Cached
  • Lisa Durff on 19 Jul 08
     
    Jeff Utecht's presentation for k12online about the online learning. Also he discusses the difference between communities and networks.
avivajazz jazzaviva

Twitter Maps for Social Network Analysis | InFlow - 0 views

www.thenetworkthinker.com/...twitter-maps.html

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shared by avivajazz jazzaviva on 13 Mar 09 - No Cached
  • avivajazz jazzaviva on 13 Mar 09
     
    When choosing a map - especially a social network map - which do you prefer - pretty or useful? In an ideal world I would take pretty useful, but forced to choose between the two I'll take useful. Here are two social graphs taken from my Twitter following data. -Valdis Krebs, InFlow, Social Network Analysis Expert
Hanna Wiszniewska

TechWag » Social Networking in Education - 0 views

techwag.com/...social-networking-in-education

shared by Hanna Wiszniewska on 30 Jan 09 - Cached
  • Hanna Wiszniewska on 30 Jan 09
     
    Social networking in education is a flattener, this breaks down barriers that would otherwise exist between the student, the program and the instructors. This also makes information on demand as long as there is a good way to find that information that students will work with and use. Reliance on the old static school room or black board computer system is not necessarily the way that things are going. Education 2.0 should be breaking down these barriers, and it is great to work for a school that is doing this, because it is all about how people learn, and if people learn, then we are doing our job.
Rhondda Powling

Roman Numerals - 2 views

www.novaroma.org/...numbers.html

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shared by Rhondda Powling on 12 Feb 10 - Cached
  • Rhondda Powling on 12 Feb 10
     
    The big differences between Roman and Arabic numerals (the ones we use today) are that Romans didn't have a symbol for zero, and that numeral placement within a number can sometimes indicate subtraction rather than addition.
Michael Johnson

Connectivism: A Learning Theory for the Digital Age - 12 views

www.itdl.org/...article01.htm

Connectivism Social Media learning theories George Siemens

shared by Michael Johnson on 25 Feb 10 - Cached
  • Michael Johnson on 25 Feb 10
     
    Key Principles: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
David Wetzel

Google Global Science Fair 2011 - 7 views

www.google.com/...teachers.html

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shared by David Wetzel on 13 Jan 11 - No Cached
  • David Wetzel on 13 Jan 11
     
    "At Google, the only thing we love as much as science is science education. We want to celebrate young scientific talent and engage students who might not yet be engaged with science. So, in partnership with CERN, the LEGO Group, National Geographic, and Scientific American we've created an exciting new global science competition, the Google Science Fair. Students all over the world who are between the ages of 13 and 18 are eligible to enter this competition and compete for prizes including once-in-a-lifetime experiences, internships and scholarships. "
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