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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
Warren K Gurrero

How X-Cart Modules Helps Getting Your Online Store Superior Than Others - 0 views

blog.hiddenbrains.com/tore-superior-than-others.html

x-cart modules development cms

shared by Warren K Gurrero on 25 Jul 13 - No Cached
  • Warren K Gurrero on 25 Jul 13
     
    X-cart is a PHP based shopping cart with numerous features that provide lots of benefits to the site owners. It also has numerous modules that help making the online store even better. These modules not only enhance the functionality of the store but also help to get more customers
Dennis OConnor

Why You Should Consider "Implementing Instructional Technology Innovations" | Emerging ... - 0 views

www.emergingedtech.com/...ctional-technology-innovations

shared by Dennis OConnor on 24 Jan 11 - No Cached
  • This 10 week online course provided an introduction to many Web 2.0 tools and ways in which they might be used in the classroom. This past September through December, I had the good fortune of taking this online course, an offering from the University of Wisconsin – Stout. Instructor Ann Bell has been teaching the course for several years, and has developed a well rounded set of modules that offer a thorough introduction to many web-based (and mostly free) technologies that can be used in engaging and practical ways in course work.
  • Dennis OConnor on 24 Jan 11
     
    "This 10 week online course provided an introduction to many Web 2.0 tools and ways in which they might be used in the classroom. This past September through December, I had the good fortune of taking this online course, an offering from the University of Wisconsin - Stout. Instructor Ann Bell has been teaching the course for several years, and has developed a well rounded set of modules that offer a thorough introduction to many web-based (and mostly free) technologies that can be used in engaging and practical ways in course work."
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.
Walco Solutions

plc training programs - 0 views

shared by Walco Solutions on 15 Jun 15 - No Cached
  • Walco Solutions on 15 Jun 15
     
    A joint venture of Walrus Marine Engineering Co.Pvt.Ltd.(An ISO 9001-2008 Certified Company) and Solutions Institute of Engineering and Technology (a 10+ year old training centre in the field of engineering). The Walco Solutions Automation training division was conceived with the vision to train professionals to meet the challenges in the field of automation with the aid of apt training modules specifically programmed to deliver a broad perspective of the Engineering disciplines and tap the opportunities in the field. http://walcosolutions.com / +91 8129981111
Rhondda Powling

Connexions - Sharing Knowledge and Building Communities - 0 views

cnx.org

education opensource collaboration learning courseware reference opencourseware community connexions

shared by Rhondda Powling on 28 Jan 09 - Cached
  • Rhondda Powling on 28 Jan 09
     
    "Connexions is:a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute"
oscommerce templates

Premium oscommerce Templates - my oScommercetemplates.net - 0 views

www.myoscommercetemplates.net/premium_templates.html

templates oscommerce

shared by oscommerce templates on 21 Apr 09 - Cached
  • oscommerce templates on 21 Apr 09
     
    For only 45$ you can get this Premium Oscommerce Store. Installed Modules: * Admin html product editor (Fckeditor) * Main Page admin html editor * Information Pages with admin control * Store Mode * Featured Products * Related Products * Monthly Sales Report * Quantity box with plus and minus buttons * Supertracker
Dennis OConnor

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

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

keynote martin dougiamas imoot moodle

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

Mobile Learning Tools - eLearning Industry - 0 views

elearningindustry.com/earning-tools-mlearning-edtech

#mlearning #idt7078

shared by REZA CHOWDHURY on 04 Apr 15 - No Cached
  • REZA CHOWDHURY on 04 Apr 15
     
    The following 39 Mobile Learning Tools allow specific creation of learning modules for mobile devices and/or allow output to HTML5 and/or provide delivery of mobile learning. Most major LMS and LCMS vendors either have mobile solutions in place or are quickly moving to include them.
titechnologies

Choosing the right Engagement Model for Business Software Development - TI Technologies - 0 views

www.titechglobal.com/-business-software-development

#fixedpriceengagementmodel #timeandmaterialengagementmodel

shared by titechnologies on 18 Sep 18 - No Cached
  • titechnologies on 18 Sep 18
     
    Software Development has formed the economic and social face of the planet within the most recent 3 decades. What was once thought of gibber and kept to the elite minds that place humans on the Moon and cracked the German Enigma is currently a well-liked profession that has created landmarks just like the Silicon Valley and icons like Bill Gates and Steve Jobs. With the spurt in revolutionary product ideas within the late 90s, the need to place those 'thoughts' into execution demanded the best development-skills, and this 'request' has been solely developing with time. This conveys us to an aspect of software development that has perpetually been a significant business call for companies - the foremost cost-effective engagement model. Here is what we think regarding selecting the right engagement model: Fixed Price Model Fixing the price is about fixing the project requirements, scope, as well as deadlines. This model can never work while not thorough initial planning, analysis, and estimation sessions. The more planning you do, the better the result. Why is the planning stage so important? The success of the fixed price project is directly proportional to the success of this primary phase. To have a superior control over a greater project, the engagement model may be somewhat changed with deliverables & milestones approach. A customer is charged because the in agreement milestones have come and deliverables are in situ. From that point forward, another stage with its own particular milestones and deliverables can start. For the majority of effectively fixed price projects, discovery phase fills in as the beginning point. Choose Fixed Price Engagement Model when: Requirements are clear, very much characterized and improbable to change You deal with a small or medium project which won't last for more than few months The Pros: It's well-defined and well-negotiated. There's no room for lapses. There is a push to get the total picture of the software even befo
creatskills

25+ Best Educational Websites Inspiration 2016 - 0 views

creatskills.com/...onal-websites-inspiration-2016

education Web2.0 tools technology resources learning teaching Web

shared by creatskills on 19 May 16 - No Cached
  • creatskills on 19 May 16
     
    Educational Websites are represent schools, college, institutes and university, which have information about their education, courses, modules, fees and other information which are important for students, Educational websites must have attractive quality things to interact their students and donors, these websites also have gallery to show its happy and learning
markco92

WP Site Guardian 2017 Edition Review - Test your site NOW to save your money! - 0 views

wpsiteguardian-review.com

WP Site Guardian 2017 review bonus bonuses

shared by markco92 on 17 Dec 16 - No Cached
  • markco92 on 17 Dec 16
     
    WP Site Guardian 2017 Edition Review is No.1 pro-active anti-exploit plugin that monitors & blocks hackers based on behaviour for your website. Today, I might want to share you about the new version of WordPress webpage watchman - WP Site Guardian 2017 Edition Review is No.1 star dynamic hostile to misuse module that screens and squares programmers in light of conduct for your site.
Donna W

ISTE | NETS for Teachers - 0 views

www.iste.org/...NETS_for_Teachers.htm

shared by Donna W on 02 Aug 08 - Cached
    • Donna W
      Donna W on 02 Aug 08
       
      save for module Teaching with Technology separate page under the heading???
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.
Mari Yamauchi

Podcasting to provide teaching and learning support for an undergraduate module on Engl... - 12 views

tojde.anadolu.edu.tr/...article_6.pdf

audio Podcast web2.0

shared by Mari Yamauchi on 27 Aug 11 - No Cached
  • Mari Yamauchi on 27 Aug 11
     
    Edirisingha & Rizzi 2007
anonymous

Free Curriculum Mapping Tools - Standards, Lesson & Unit Planning - 2 views

www.edoctrina.org/planning

edtech curriculum mapping lesson planning

shared by anonymous on 27 Mar 14 - No Cached
  • anonymous on 27 Mar 14
     
    This is a web-based software suite of curriculum mapping tools that includes standards management module, unit and lesson plan builder, lesson plan calendar view, and curriculum mapping.
REZA CHOWDHURY

My Library - 0 views

www.diigo.com/mchwdhry

#idt7078 #MOOCS

shared by REZA CHOWDHURY on 26 Mar 15 - No Cached
  • Massive Open Online Course (MOOC)
    • REZA CHOWDHURY
      REZA CHOWDHURY on 26 Mar 15
       
      I would like to work on MOOC for Module six
  • REZA CHOWDHURY on 26 Mar 15
     
    MOOC
Clif Mims

Teaching and Learning with Web 2.0 - 54 views

clifmims.wetpaint.com/...Modules

IDT7078 2.0 Tutorial Technology Web-Apps Clif-Mims IDT7061

shared by Clif Mims on 08 Nov 10 - Cached
  • Clif Mims on 08 Nov 10
     
    Tutorials and Resources for Teachers
  • Dianne Rees on 14 Nov 10
     
    Lots of great stuff in the digital storytelling collection
  • David Jones on 21 Aug 15
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