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Evanta Technologies

Web Services Online Training From India | Web Services Online Course | Evanta Technologies - 0 views

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shared by Evanta Technologies on 17 Jul 16 - No Cached
  • Evanta Technologies on 17 Jul 16
     
    Evanta Technologies delivers a full series of Web Services training courses. Our Web Services training courses are instructor-led and can be taken online
padminiprwatech

Hadoop Admin Training in Bangalore | Hadoop Administration Training - 0 views

prwatech.in/n-training-institute-bangalore

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shared by padminiprwatech on 13 Dec 19 - No Cached
  • padminiprwatech on 13 Dec 19
     
    If you are looking for Hadoop administration training institute in Bangalore. Then Prwatech is one of the premium institutes in Bangalore. With their advanced teaching methodology and industry integrative approach. They do not just help the student to learn a new technology but help them to be industry ready.
ideslabs

VMware Training - IDESTRAININGS - 0 views

www.idestrainings.com/vmware-training

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shared by ideslabs on 30 Jun 22 - No Cached
  • ideslabs on 30 Jun 22
     
    VMware Training is software runs Microsoft windows, MAC OS and LINUX. We provide Best VMware Technical corporate training vSphere,NSX,vCloud by our expert trainers. Learn with the best ! join us today !! https://www.idestrainings.com/vmware-training/ +919849510373 training@ideslabs.com
Evanta Technologies

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

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core java online course training courses

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

Educational Video Production: When educators become Producers - 0 views

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video production educators producers training education web2.0 Web tools technology resources Learning Courses course

shared by Christopher Pappas on 12 Nov 12 - No Cached
  • Christopher Pappas on 12 Nov 12
     
    Multimedia age has changed the role of teachers. The need for audiovisual aids to support e-learning, mobile learning, distance and blended learning have reformed the role of educators, who are now becoming producers to enrich their teaching with mediums like podcasts, videos, animations, interactive presentations.. etc. Why to use Video technology in education? Video Technology has been proven to be a very powerful tool in motivating, engaging and instructing within the educational concept. Because of the advantages of transformability and transferability that video provides, has open the horizons of teaching and learning. Video can enhance the learning experience by showing places and phenomena that otherwise could not be seen, which adds "experiential value" (Koumi, 2006) in students understanding. Moreover video allows demonstration of procedural activities in detail when used for instruction and allows personal improvement as it can be a valuable tool for self-reflection.
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.
Christopher Pappas

How to Earn (and Keep) Trust as an eLearning Instructor - 0 views

elearningindustry.com/ust-as-an-elearning-instructor

how to keep elearning instructor education web2.0 tools technology resources learning teaching 2.0 collaboration free

shared by Christopher Pappas on 04 Apr 13 - No Cached
  • Christopher Pappas on 04 Apr 13
     
    How to Earn (and Keep) Trust as an eLearning Instructor eLearning answers many needs of a 21st century audience. It eliminates travel, thereby reducing our carbon footprint. It provides immediate results, and is therefore a streamlined training solution. And eLearning is laser-targeted to develop precise skill sets. But eLearning instructors also have to contend with the drawbacks of the online experience; namely, recreating the physicality of a classroom. Better technology makes the training an ever more interactive experience. Still, the instructor-student relationship is not exactly replicated in an online environment. elearningindustry.com/how-to-earn-and-keep-trust-as-an-elearning-instructor
Christopher Pappas

Harvard researchers: frequent tests increase retention in online learning - 0 views

elearningindustry.com/e-retention-in-online-learning

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shared by Christopher Pappas on 15 Apr 13 - No Cached
  • Christopher Pappas on 15 Apr 13
     
    Harvard researchers: frequent tests increase retention in online learning It's easy to get distracted--especially when you're in the midst of an online training course that shows no signs of ending. While most of us can agree on the utility of web-delivered training, we must also face the reality that even the most well-intentioned of learners, when left to their own devices, can be distracted by a sudden beep on their tablet or a buzz of their smartphone. http://elearningindustry.com/harvard-researchers-frequent-tests-increase-retention-in-online-learning
blueocean22

DevOps Training in Bangalore | DevOps Training and Certification - 0 views

www.blueoceanlearning.com/...devops-training

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shared by blueocean22 on 18 May 18 - No Cached
  • blueocean22 on 18 May 18
     
    Devops is the point of unison and convergence of development, quality assurance ,and operations. The collaborative efforts of the developers and IT Professionals in facilitating an environment where designing ,testing and implementing the software happens at a faster pace and is more reliable and trust worthy. DEVOPS is a business practice and an approach which has a profound impact on the whole IT fraternity . DEVOPS is basically dominated or guided by a certain set of norms or principles 1. It's all about the app end user's experience 2. According to this , developing ,testing and running of software is an integrated process 3. Performance is a discipline 4. It believes in building faster and learning quicker even if one fails 5. Loosely coupled service oriented components 6. Automation of all that can be automated. 7. Monitoring as an enabler and a discipline. The tools for DEVOPS can be categorised based on the layer of automation chosen . For instance-configuration management uses puppet as the frequently used software, continuous integration uses Jenkins and monitoring uses Nagios . These are just some of the few automation layers, there are many more such as revision control system, software configuration management, infrastructure automation etc which have unique and effective software to execute these functions. These tools of DEVOPS are extensively used in getting work done within a shorter span of time without any disruptions. DEVOPS believes in inculcating assiduous practices such as sharing and speaking about the project, collaboration amongst the various departments , feedback loop creations and breaking the ice between the team members belonging to diversified groups. The benefits of DEVOPS such as shorter development cycles, reduced costs , fewer deployment issues and shared responsibilities of developers and IT professionals is something that the whole IT world has witnessed and post this revelation , the demand for DEVOPS architects
ideslabs

palo alto Training - IDESTRAININGS - 0 views

www.idestrainings.com/palo-alto-training

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shared by ideslabs on 11 Jul 22 - No Cached
  • ideslabs on 11 Jul 22
     
    Get the best Palo Alto training from our real-time experts. Enroll for best Palo Alto corporate and online training from our experienced real-time trainers.
Evanta Technologies

ADO.Net Training Institute in Hyderabad, India - Evanta Technologies - 0 views

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shared by Evanta Technologies on 17 Jul 16 - No Cached
  • Evanta Technologies on 17 Jul 16
     
    ADO.Net course teaches developers to make data-centric applications and Web services with Microsoft ADO. Its is the underlying framework for data access within .NET applications.
Dennis OConnor

ALA | Interview with Keith Curry Lance - 0 views

www.ala.org/...interviewlance.cfm

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shared by Dennis OConnor on 11 Jan 11 - No Cached
  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
  • ...4 more annotations...
  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
  • Dennis OConnor on 11 Jan 11
     
    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
nick k

Teaching with Technology / PBwiki - 5 views

ipt286.pbworks.com/PBwiki

shared by nick k on 09 Nov 09 - Cached
  • nick k on 09 Nov 09
     
    Using PBwiki, guide, training video and classroom examples.
elliswhite5

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

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shared by elliswhite5 on 17 Aug 23 - No Cached
  • wallaceclient56 on 17 Aug 23
     
    Buy Elite Yelp Reviews Introduction Yelp is a great way to get reviews for your business. But if you want to ensure that your Yelp reviews are unique and genuine, it's important to use the best services on the market. Elite Yelp Reviews is one such service that can help you gain more visibility online through its high-quality content and professional services. What You Need to Know About Elite Yelp Reviews The first thing you need to know about Elite Yelp Reviews is that they are not the same as regular reviews. In fact, they can be even better! Elite reviews have a higher quality rating than regular ones do and are written by users who have received extensive training on how to write effective customer testimonials. This means that your business will be able to get more clients who trust what they read in these reviews and feel confident buying from you because of them. Buy Elite Yelp Reviews One thing that I love about having elite Yelp reviews is how easy it was for me just by paying $99 per month (which includes unlimited access) until my account was closed down due to lack of funds six months later." How to Buy Elite Reviews on Yelp How to Buy Elite Reviews on Yelp Yelp is the world's largest local search and discovery engine. They have more than 1 million reviews from their users, which makes it a great place to get professional Elite Reviews for your business. If you're looking for ways to increase your visibility on Yelp and make sure that people are talking about your business, then this guide will show you how! Buy Elite Yelp Reviews How To Get Professional Elite Reviews From Your Business: The Truth About Having Elite Reviews On Yelp & Why It Matters How to Get Professional Elite Reviews From Your Business If you're looking to improve your business, then Elite Yelp Reviews is a great place to start. It's important that you have a good service and product before trying to get professional reviews on Yelp. The best way to do this is by offeri
  • elliswhite5 on 25 Mar 24
     
    Introduction Yelp is a great way to get reviews for your business. But if you want to ensure that your Yelp reviews are unique and genuine, it's important to use the best services on the market. Elite Yelp Reviews is one such service that can help you gain more visibility online through its high-quality content and professional services. What You Need to Know About Elite Yelp Reviews The first thing you need to know about Elite Yelp Reviews is that they are not the same as regular reviews. In fact, they can be even better! Elite reviews have a higher quality rating than regular ones do and are written by users who have received extensive training on how to write effective customer testimonials. This means that your business will be able to get more clients who trust what they read in these reviews and feel confident buying from you because of them. Buy Elite Yelp Reviews One thing that I love about having elite Yelp reviews is how easy it was for me just by paying $99 per month (which includes unlimited access) until my account was closed down due to lack of funds six months later." How to Buy Elite Reviews on Yelp How to Buy Elite Reviews on Yelp Yelp is the world's largest local search and discovery engine. They have more than 1 million reviews from their users, which makes it a great place to get professional Elite Reviews for your business. If you're looking for ways to increase your visibility on Yelp and make sure that people are talking about your business, then this guide will show you how! Buy Elite Yelp Reviews How To Get Professional Elite Reviews From Your Business: The Truth About Having Elite Reviews On Yelp & Why It Matters How to Get Professional Elite Reviews From Your Business If you're looking to improve your business, then Elite Yelp Reviews is a great place to start. It's important that you have a good service and product before trying to get professional reviews on Yelp. The best way to do this is by offering a good price and bei
Dennis OConnor

Rubrics for Assessments of Online Activities | Effective Online Teaching & Training - 42 views

effectiveonlineteaching.org/...sessments-of-online-activities

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shared by Dennis OConnor on 10 Mar 12 - No Cached
  • Dennis OConnor on 10 Mar 12
     
    Online assessments become more and more popular not only among distance learning institutions but also among blended and traditional schools. However, when it comes to the online environment, it seems that multiple choice tests are used by the majority of distance learning programs…
Susan Oxnevad

How to Use ThingLink for Teaching & Learning - 0 views

d97cooltools.blogspot.com/...thinglink-in-classroom.html

Training Education web2.0 tools Technology interactive multimedia

shared by Susan Oxnevad on 28 May 12 - No Cached
  • Susan Oxnevad on 28 May 12
     
    View this MentorMob playlist to find samples of ways to use Thinglink, a tool for creating interactive multimedia supported graphics.
Susan Oxnevad

ThingLink & MentorMob - Nice Integration Feature - 0 views

d97cooltools.blogspot.com/...ntor-mob-nice-integration.html

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shared by Susan Oxnevad on 05 Aug 12 - No Cached
  • Susan Oxnevad on 05 Aug 12
     
    Last week I learned that the folks at ThingLink and MentorMob had done some work together to integrate their tools, making it possible to embed a MentorMob playlist directly into a graphic. After experimenting a bit I decided to remix some of the content I've been using for years to teach digital citizenship and the result is the creation of Avatar Adventure .
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