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elliswhite5

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shared by elliswhite5 on 29 Dec 23 - No Cached
  • elliswhite5 on 29 Dec 23
     
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  • elliswhite5 on 02 Jan 24
     
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titechnologies

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

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

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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
elliswhite5

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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
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Michael Johnson

Learning with 'e's: Search results for identity - 18 views

steve-wheeler.blogspot.com/search

learning Social Media Higher Ed

shared by Michael Johnson on 03 Aug 10 - Cached
  • Michael Johnson on 03 Aug 10
     
    The Social Web is transforming the way students interact with others, and is challenging traditional pedagogies, values and practices. An analysis of students' uses of social networking tools (e.g. Facebook, Myspace) and video/photo sharing sites (e.g. YouTube, Flickr) reveals the emergence of collective digital literacies. These include filtering content, new textual and visual literacies, managing multiple digital identities, representing self in cyberspace and engaging in new modes of interaction. In this presentation I will argue that identification through digitally mediated tools has become the new cultural capital - the set of invisible bonds that ties a community together. It is this 'social glue' - such mutual understandings and exchanges that occur on a daily basis within social media - that build the digital communities, and create new learning spaces, nurturing the habitus of a new 'digital tribe'.
elliswhite5

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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    Buy Google Business Reviews Introduction Google is the world's largest search engine, and it's used by millions of people every day to find information on the web. That's why it's important for your business to get positive reviews from people who have used your products or services. If you want to know more about how you can buy google reviews and how they work, read on! Can you buy google reviews for your business? Yes, you can buy google reviews for your business. In fact, it's one of the most popular ways to get great customer feedback and improve your overall online presence. We've already covered why you should be buying google reviews here on our site, but let's take a deeper dive into what they are, how they work and if they're worth it (or not). Do you want to buy google reviews for your business? Buying Google reviews for your business is a great way to boost your ratings and get more positive reviews. But how do you go about it? And what are some of the best places to buy google reviews? We'll cover all that and more in this article. How can I get more positive Google ratings? If you're looking for more positive reviews, here are some tips: Respond to reviews that are negative. The best way to respond is by thanking the reviewer for their honest feedback and explaining how you will use it as a learning opportunity, or by offering a discount if they would like one or two more items from your store. Respond to reviews that are neutral or positive with an explanation that explains why your product/service was better than another similar product/service (but also highlights any benefits of using yours). This helps show customers why they should choose YOU over others in terms of quality and value! Responding to fake ones with facts about yourself can help combat this issue before it gets out of hand! Also try contacting the owner directly via email so they know what happened was not intentional; this may result in removing their acco
  • elliswhite5 on 25 Mar 24
     
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Michael Johnson

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

www.downes.ca/31741

eLearning social media teaching learning web 2.0 e-learning Downes

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

How to Help Children with Social Needs - 0 views

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shared by Katrina Miller on 06 Sep 10 - No Cached
  • Katrina Miller on 06 Sep 10
     
    Teach social skills to children which is engaging and uplifting for them. This helps them to solve their problem on their own and manage emotions. Moxie mental health provides tips and tools for kids, parents, teachers for better mental health
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

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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.
Kathleen Cercone

Teaching and Learning Online (28) - 1 views

www.netvibes.com

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shared by Kathleen Cercone on 06 Jul 09 - Cached
  • Kathleen Cercone on 06 Jul 09
     
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elliswhite5

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Kay Cunningham

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shared by Kay Cunningham on 30 May 11 - No Cached
  • Kay Cunningham on 30 May 11
     
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Barbara Lindsey

Visualize your GPS tracks with Breadcrumbs | Google Earth Blog - 19 views

www.gearthblog.com/...your_gps_tracks_with_brea.html

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shared by Barbara Lindsey on 02 Jan 11 - No Cached
  • Our users can log their ski trip, hiking trip or sightseeing trip, upload it to Breadcrumbs with their photos and videos, and send it to all their friends, who can relive the adventure in 3D. And this is only the start, as we plan to provide our users with a platform to not only edit and maintain tracks, but also to find new places to explore and interact within a social network.
  • Breadcrumbs is the first web application of its kind, where users can manage GPS tracks, photos and videos in one place - it can be thought of as 'Flickr for GPS tracks'.
  • The key features of Breadcrumbs include:Relive your adventure: Breadcrumbs brings together photos, videos and GPS tracks in one quick and easy process and our 3D playback function brings the track alive. Edit and manage: Breadcrumbs comes with a suite of tools which let users edit and manage their GPS tracks, photos and videos. These include:- Automated geotagging of photos.- Track editing tool to correct GPS points.- Add information to your adventure to help tell the story, such as show where you ate your lunch or spotted some wildlife.- Organize: Breadcrumbs offers a rich set of tools to help users to manage adventures.- Share: Breadcrumbs makes it easy to share adventures, with options including a public page for each track and direct integration with Facebook.
  • ...2 more annotations...
  • Our utilization and heavy integration with the Google Earth plugin is also a big bonus for the user. Garmin allows you to look at your data in Google Maps and indeed Google Earth. However, Breadcrumbs builds on this as we have built a track playback feature on top of the plugin which allows you to hit play and replay your trip step by step. It's like watching a movie of your day out! This really does bring the users' GPS data to life especially when sharing with friends and family.
  • We are already integrated with one smartphone application allowing the user to push their tracks directly to Breadcrumbs from their phone.
iFEEL Education

top pgdm colleges in pune | top management colleges in pune - 0 views

ifeel.edu.in/on-campus.html

shared by iFEEL Education on 08 Oct 15 - No Cached
  • iFEEL Education on 08 Oct 15
     
    iFEEL institute will manifest itself in multiple areas of enterprise management and personnel motivation. Commercial and social dimensions within the enterprise may be a source of tension.
li li

Sign in revealing the true nature of hypocrisy - 0 views

In addition to writing books, 2010-11 season, Jackson also began to form a picture book Evaluation: "Rings Journey" soccer jerseys for cheap . This book, written by a master of Zen NBAE chief photo...

started by li li on 07 Aug 13 no follow-up yet
Michael Johnson

VideoLobby.com - Create a professionally styled, custom branded webcast. - 7 views

www.videolobby.com

Video Web 2.0 Social Media Webcast

shared by Michael Johnson on 13 Jan 10 - Cached
  • Michael Johnson on 13 Jan 10
     
    Webcasting site where you can manage live questions, leveraging social networks, etc.
Dennis OConnor

Five Forms of Filtering « Innovation Leadership Network - 11 views

timkastelle.org/...five-forms-of-filtering

filtering infotention knowledge management information fluency web 2.0

shared by Dennis OConnor on 01 Dec 11 - Cached
  • We create economic value out of information when we figure out an effective strategy that includes aggregating, filtering and connecting.
  • So, the real question is, how do we design filters that let us find our way through this particular abundance of information? And, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.
  • The five forms of filtering break into two categories: judgement-based, or mechanical.
  • ...7 more annotations...
  • Judgement-based filtering is what people do.
  • As we gain skills and knowledge, the amount of information we can process increases. If we invest enough time in learning something, we can reach filter like an expert.
  • However, even experts can’t deal with all of the information available on the subjects that interest them – that’s why they end up specialising.
  • There can also be expert networks – in some sense that is what the original search engines were, and what mahalo.com is trying now. The problem that the original search engines encountered is that the amount of information available on the web expanded so quickly that it outstripped the ability of the network to keep up with it. This led to the development of google’s search algorithm – an example of one of the versions of mechanical filtering: algorithmic.
  • heingold also provides a pretty good description of the other form of mechanical filtering, heuristic, in his piece on crap detection. Heuristic filtering is based on a set of rules or routines that people can follow to help them sort through the information available to them.
  • Filtering by itself is important, but it only creates value when you combine it with aggregating and connecting. As Rheingold puts it:
  • The important part, as I stressed at the beginning, is in your head. It really doesn’t do any good to multiply the amount of information flowing in, and even filtering that information so that only the best gets to you, if you don’t have a mental cognitive and social strategy for how you’re going to deploy your attention. (emphasis added)
  • Dennis OConnor on 01 Dec 11
     
    I've been seeking a way to explain why I introduce Diigo along with Information fluency skills in the E-Learning for Educators Course. This article quickly draws the big picture.  Folks seeking to become online teachers are pursuing a specialized teaching skill that requires an information filtering strategy as well as what Rheingold calls "a mental cognitive and social strategy for how you're going to deploy your attention."
social learning

Schoology - Your Digital Classroom - 23 views

www.schoology.com/home.php

education web2.0 collaboration schoology management classroom

shared by social learning on 13 Nov 09 - No Cached
Brian Magurn liked it
  • Clif Mims on 13 Nov 09
     
    "Fully hosted and fully managed course management system with an integrated social network for K-12 and higher education"
Ninja Essays

Youth Time magazine - 12 Useful Websites and Apps for Students - 0 views

www.youth-time.eu/...ing-webs-for-apps-for-students

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shared by Ninja Essays on 12 May 15 - No Cached
  • Ninja Essays on 12 May 15
     
    A lot of students asking me every day what kind of websites do I use for university to get some extra information or just aids for classes. Today, options for students to expand their knowledge have become way easier. Out there are many websites and applications that will help gain knowledge and also improve skills to manage time, improve writing, socialize with other students and so on. Here is the list of the most important of them.
Clif Mims

Mahara - Open source e-portfolio and social networking software - 33 views

mahara.org

Portfolios Free Open-Source Teaching Teacher-Education Content-Management

shared by Clif Mims on 05 Oct 10 - Cached
  • Kay Cunningham on 05 Oct 10
     
    'Mahara is an open source e-portfolio system with a flexible display framework. Mahara, meaning 'think' or 'thought' in Te Reo Māori, is user centred environment with a permissions framework that enables different views of an e-portfolio to be easily managed. Mahara also features a weblog, resume builder and social networking system, connecting users and creating online learner communities.'
Donna Baumbach

Ecto - Welcome! - 0 views

www.ectolearning.com/...Default.aspx

socialnetworking socialsoefware elearning LMS

shared by Donna Baumbach on 06 Jan 10 - Cached
  • Donna Baumbach on 06 Jan 10
     
    "is a social, collaborative, online learning environment that directly addresses the needs of the modern learning environment by making the new communication skills and competencies for content creation and sharing central to the classroom experience. EctoLearning is also a full Learning Management System (LMS) with attendance tracking, grade book, and a sophisticated assessment engine including the use of rubrics based evaluations. "
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