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Barbara Lindsey

Digiteen Global Project 2009 - 6 views

digiteen09-3.flatclassroomproject.org

digiteen09 flatclassroom digitalcitizen safety cybersafety

shared by Barbara Lindsey on 16 Dec 09 - Cached
  • Barbara Lindsey on 16 Dec 09
     
    Welcome to the Digiteen 09-3, digital citizenship global project for September - December 2009. This is where schools and classrooms from around the world will discuss issues, research and take action to do with being online in the 21st century. The project also has a Digiteen Ning where students and teachers connect, interact, share multimedia and reflect on their experiences throughout the project.
Clif Mims

Twiducate.com - Social Networking For Schools - 9 views

www.twiducate.com

2.0 Network Networking Writing Telecommunication Collaboration=Telecollaboration

shared by Clif Mims on 13 Jan 10 - Cached
  • Clif Mims on 13 Jan 10
     
    Teachers can create an online community for their students. "Share inspiration, ideas, reading, thoughts. Post discussions, deadlines, homework. Instrantly create surveys for students. Keep parents informed of daily projects." "Not only will twiducate.com give your students the web 2.0 skills they need, but also expand their reading, writing, thoughts and ideas beyond the classroom setting."
Michael Johnson

The Spymaster Game on Twitter | Upside Learning Blog - 2 views

www.upsidelearning.com/...the-spymaster-game-on-twitter

Social Media Games RPG education educational technology

shared by Michael Johnson on 14 Jan 10 - Cached
  • Michael Johnson on 14 Jan 10
     
    Discusses Spymaster and the potential for networked role playing games in education
David Freeburg

Epic Epoch Podcast: Episode 1 - 2 views

epicepoch.wordpress.com/...epic-epoch-podcast-episode-1

epicepoch Google Sites Google forms Apple Tablet

shared by David Freeburg on 27 Jan 10 - Cached
  • David Freeburg on 27 Jan 10
     
    The first podcast of Epic Epoch. Google Sites, quizzes using Google Forms, and rumors of an Apple tablet are all discussed.
David Wetzel

Podcasting in Science and Math - 0 views

www.teachscienceandmath.com/...ng-in-science-and-math-classes

education technology free podcasts Math podcasting Science web 2.0

shared by David Wetzel on 29 Mar 10 - Cached
  • David Wetzel on 29 Mar 10
     
    A brief overview of pod casting is discussed, strategies for integration in math and science are provided, and pod casting resources are provided.
Teresa Pombo

The Commentor - collaborate on visuals - 9 views

www.thecommentor.com/eng

collaborate collaboration commentor

shared by Teresa Pombo on 11 Apr 10 - Cached
  • Teresa Pombo on 11 Apr 10
     
    "Upload web-site templates, advertisements, photos and other visuals and discuss them with your team"
Dennis OConnor

Engrade - Free Online Gradebook - 0 views

www.engrade.com

gradebook web2.0 teaching technology

shared by Dennis OConnor on 11 Jan 11 - Cached
  • Dennis OConnor on 11 Jan 11
     
    For those that don't work with an LMS, Engrade looks like a fine tool for educators.  It integrates some interesting power tools. Discussions, wikis, quizzes, messaging.  This might be an LMS substitute for those teachers looking for a free blended tech solution.  Worth investigating!
David Freeburg

Google Moderator in the Classroom « Epic Epoch - 20 views

epicepoch.wordpress.com/?p=977&preview=true

google moderator EdTech teaching collaboration web2.0 technology education

shared by David Freeburg on 31 May 11 - No Cached
  • David Freeburg on 31 May 11
     
    How could you use Google Moderator in the classroom?  Might it improve classroom discussion and sharing ideas?
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.
Jenny Davis

OER Commons: Open Educational Resources - 8 views

www.oercommons.org

resources OER open educational resources educators students database Internet

shared by Jenny Davis on 12 Jun 09 - Cached
  • Rhondda Powling on 12 Jun 09
     
    OER Commons is all about sharing open educational resources. Subject areas include: Arts, Business, Humanities, Mathematics & Statistics, Science & Technology and Social Sciences. Over 16 different types of course materials are provided. You can search OER Commons by subject area, grade level, material type, media format and conditions of use or by selecting a relevant tag.
  • Jenny Davis on 07 Mar 12
     
    The Internet is rich with open educational resources that both educators and students might want to use. However, finding those resources is often time-consuming. The OER Commons website was created to help educators, students, and lifelong learners find Open Educational Resources that are already posted somewhere on the Internet. OER Commons is not a search engine (like Google) and it is not a list of links. This site is a structured database of links to high-quality resources found on other websites. OER Commons provides a single point of access through which educators, students, and all learners can search,browse, evaluate, and discuss over 30,000 high-quality OER.
Jerry Bates

The Chemistry of Facebook: Using Social Networking to Create an Online Community for th... - 0 views

innovateonline.info/index.php

facebook social networking chemistry teaching online community

shared by Jerry Bates on 29 Jul 09 - Cached
  • Jerry Bates on 29 Jul 09
     
    Study compares WebCT discussions to facebook created specifically for college chemistry class.
Clif Mims

Blerp - Say anything anywhere! - 1 views

www.blerp.com/welcome

Collaboration=Telecollaboration 2.0 Notes

shared by Clif Mims on 23 May 09 - Cached
  • Clif Mims on 23 May 09
     
    Blerp allows you to start discussions right on top of your favorite websites. Unlike typical web comments, you are in full control. You can post on any webpage you choose, regardless of whether they permit user feedback. In other words, Blerp transforms the entire Web into one giant forum where everyone can participate. Useful for annotating websites, designing online instruction, virtual tours, and Internet scavenger hunts.
Victor Hugo Rojas B.

Ed Tech Crew - 6 views

www.edtechcrew.net

podcast elearning podcasts edtech blog innovation tech crew

shared by Victor Hugo Rojas B. on 09 Oct 09 - Cached
  • Victor Hugo Rojas B. on 09 Oct 09
     
    Hosted by Darrel Branson (The ICT Guy) and Tony Richards from itmadesimple.com. We discuss all things digital in education - technologies, issues, great websites, web 2.0 and much, much more!
Marcia Jensen

Edistorm - 0 views

edistorm.com

collaboration brainstorming notes tools

shared by Marcia Jensen on 13 Jul 11 - Cached
  • Marcia Jensen on 13 Jul 11
     
    "Add, discuss and organize ideas from multiple locations before, during and after (or instead of) your meetings. Build a storm using Edistorm Templates or leverage your existing business processes. Measure results with instant voting and reporting."
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in/...ek-1-discussion-questions.html

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    Discussion Question 1 To learn more about civil law and criminal law characteristics, you will do the following: * Prepare a table or chart with two columns. * Label one column civil law and the other, criminal law. * Complete the chart with appropriate comparison of the differences between civil and criminal law.
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?
Kiran Reddy

cja-354-week-3 - CJA 354 Week 3 Discussion Questions - 0 views

cja-354-week-3.tumblr.com/...54-week-3-discussion-questions

shared by Kiran Reddy on 02 Apr 14 - No Cached
  • Kiran Reddy on 02 Apr 14
     
    Our criminal justice system here in the United States operates on the perception that each person accused of a crime is innocent until proven guilty by a jury of his or her peers. The criminal justice system does take into consideration a person's state of mind when they originally committed the crime that they are accused of committing. The criminal justice system refers to a person's state of mind as the term "mens rea," This is a Latin term which has been incorporated into the justice system of the United States. Mens rea plays a delicate part in criminal defense cases, mainly when the accused is mentally ill.
justquestionans

Entire Courses of American Public University System - 0 views

homeworkscafe.blogspot.com/...ourses-of-american-public.html

Online Assignment Help online Assignment providers Online Homework Help Online Tutors Help University Assignment Help Cheap Assignment Help Entire Courses of American Public University System

shared by justquestionans on 20 Sep 18 - No Cached
  • justquestionans on 20 Sep 18
     
    Get help for Entire Courses of American Public University System. We provide assignment, homework, discussions and case studies help for all subjects of American Public University System for Session 2017-2018.
titechnologies

THE ADVANTAGES AND DISADVANTAGES OF USING REACT NATIVE AS CROSS-PLATFORM APP DEVELOPMEN... - 0 views

www.titechglobal.com/cross-platform-app-development

shared by titechnologies on 09 Jan 19 - No Cached
  • titechnologies on 09 Jan 19
     
    The cross-platform app development is seemingly becoming popular as the stratum of competition is surpassing higher up the order. What's more, without any doubt, React Native has been distinguished as the most preferred cross-platform solution for the creation of both iOS and Android apps respectively. With React Native, you can work on two distinctive Operating Systems utilizing a single platform. React Native likewise demonstrates supportive in building attractive User Interfaces, which can't be recognized from a native app. The React Native might be a popular choice, however, it isn't the best decision as it has a few disadvantages also. Therefore, we would be highlighting the major advantages and disadvantages of the React Native, with the goal that you can a thought when to utilize the platform and when to maintain a strategic distance from it. Advantages of React Native Known for Optimal Performance Obviously, React Native is a genuine resource when it comes to enhancing the performances through native control and modules. The React Native gets associated with the native components for both the Operating Systems and generates a code to the native APIs upfront and freely. Presently the performance enhances because of the way that it makes utilization of a different thread from the native APIs and UI. Large Community of Developers The Fact that React Native is an open-source JavaScript platform where every developer is allowed to contribute to the framework and it's effectively accessible to all. In this way, you can take full advantage of the community-driven technology. The support of a large community is likewise valuable as it enables you to share your portfolios and experiences so that you can go for better coding. There is one platform GitHub React Native Community, which urges the developers to share their experiences at whenever point they learning something new about the React Native. They likewise get the feedback and reviews on the same establishi
kulvant556

How to setup Advanced Setting in QuickBooks online - 0 views

www.usahelpdesknumber.com/d-setting-in-quickbooks-online

QuickBooks

shared by kulvant556 on 24 Jan 18 - No Cached
  • kulvant556 on 24 Jan 18
     
    Accounting and Finance have some unique tasks to perform such as profit and loss statement, balance sheet and cash flow statements, which users are bind to perform them manually. In this article, we will discuss step by step procedure to perform these task easily with the help of advance setting feature in QuickBooks online.
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