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puzznbuzzus

How to Prepare Aptitude Test for Competitive Exams - 0 views

Practice as many questions before your assessment. The more psychometric aptitude test questions you practice the more your speed, accuracy and confidence will improve. Improving these factors will...

Aptitude Test Online

started by puzznbuzzus on 23 Feb 17 no follow-up yet
GoEd Online

16 Ways Educators Use Pinterest [INFOGRAPHIC] - 0 views

www.goedonline.com/ou-pinterest-infographic

pinterest infographic educators teachers teaching

shared by GoEd Online on 29 Jun 12 - No Cached
  • GoEd Online on 29 Jun 12
     
    16 Ways Educators Use Pinterest provides a visual representation of how teachers are using the popular social media site, Pinterest, to curate content, organize ideas, collaborate, and more.
Christine Leonzo

A Guidebook for Social Media in the Classroom | Edutopia - 0 views

www.edutopia.org/...media-in-classroom-vicki-davis

social media classroom technology edutopia education

shared by Christine Leonzo on 09 Mar 14 - No Cached
  • Christine Leonzo on 09 Mar 14
     
    Practical ways to use social media in the classroom.
  • Christine Leonzo on 09 Mar 14
     
    Practical ways to use social media in the classroom.
Pinhopes Job Site

Online hiring challenges | Ways to tackle jobs | Pinhopes - 0 views

blog.pinhopes.com/...g-challenges-ways-to-tackle-it

Online hiring challenges & Tips Ways to tackle Jobs Pinhopes Jobsite

shared by Pinhopes Job Site on 17 Jun 14 - No Cached
  • Pinhopes Job Site on 17 Jun 14
     
    Today employers face multiple challenges with traditional online hiring portals such as:

    ü  Escalating cost of accessing candidates database which is largely unused

    ü  Time-consuming candidate search and review process

    ü  Hard to zero-in on the right resource

    ü  Limited branding options

    Needless to say, all the above factors slow hiring online which delays bringing candidates on-board. To help employers tackle these online recruitment problems, Pinhopes - a new-age online hiring destination, has introduced innovative profile filtering features, video based online hiring process, multiple branding avenues combined with cost-effective payment option. Here are the key differentiators which help employers hire 3x faster:

    Get relevant applications from interested candidates - Every time

    Unlike existing online recruitment portals Pinhopes doesn't deal in database business which means employers are not required to search for right candidates, in a database which is largely unused. Instead employers get relevant applications directly from active job seekers for a job opening, without putting much effort.

    No tedious candidate search process - Advanced built-in search bubbles best ta
jodi tompkins

join.me - Free Screen Sharing - 24 views

join.me

collaboration screensharing free tools technology

shared by jodi tompkins on 17 Sep 10 - No Cached
  • jodi tompkins on 17 Sep 10
     
    Easy and simple way to share your screen with others.
  • jodi tompkins on 17 Sep 10
     
    Great way to help instruct students or fellow teachers on how to use a program or just to quickly and easily share information with others.
Telannia Norfar

Voki Home - 0 views

www.voki.com

animation audio avatar blog tools voki web2.0

shared by Telannia Norfar on 30 Jul 08 - Cached
  • Telannia Norfar on 30 Jul 08
     
    A way to make your avatar talk
  • Telannia Norfar on 30 Jul 08
     
    This is a great way to connect with your students on any web page. I think this is especially useful for non-English speaking students. They really need audio as much as possible.
Hanna Wiszniewska

Pop!Casts - 0 views

www.poptech.org/popcasts

technology podcast creativity

shared by Hanna Wiszniewska on 08 Nov 08 - Cached
  • New. Portable. World changing. Now you can take the energy and inspiration that is Pop!Tech with you anywhere. Pop!Casts let you join the conversation and engage in the extraordinary work that had its start in Camden, Maine. Are you ready to accept the challenges issued by the thinkers and innovators who move Pop!Tech audiences, year after year? There’s an easy way to find out:
  • Hanna Wiszniewska on 08 Nov 08
     
    "New. Portable. World changing. Now you can take the energy and inspiration that is Pop!Tech with you anywhere. Pop!Casts let you join the conversation and engage in the extraordinary work that had its start in Camden, Maine. Are you ready to accept the challenges issued by the thinkers and innovators who move Pop!Tech audiences, year after year? There's an easy way to find out" - fantastic page with tech connected podcasts. Woth recommending!
Barbara Lindsey

Weblogg-ed » Writing to Connect - 0 views

weblogg-ed.com/...writing-to-connect

weblogg education institution

shared by Barbara Lindsey on 25 Nov 08 - Cached
  • I’m trying to engage you in some way other than just a nod of the head or a sigh of exasperation. I’m trying to connect you to other ideas, other minds. I want a conversation, and that changes the way I write. And it changes the way we think about teaching writing. This is not simply about publishing, about taking what we did on paper and throwing it up on a blog and patting ourselves on the back.
  • Those of us who write to connect and who live our learning lives in these spaces feel the dissonance all the time. We go where we want, identify our own teachers, find what we need, share as much as we can, engage in dialogue, direct our own learning as it meets our needs and desires. That does not feel like what’s happening to my own children or most others in the “system.”
  • I literally don’t think I could do my job any longer without it - the pace of change is too rapid, the number of developments I need to follow and master too great, and without my network I would drown. But I am not drowning, indeed I feel regularly that I am enjoying surfing these waves and glance over to see other surfers right there beside me, silly grins on all of our faces. So it feels to me like it’s working, like we ARE sharing, and thriving because of it.
Rhondda Powling

Bullying. No way! - 3 views

www.bullyingnoway.com.au/default.shtml

cybersafety cyberbullying cybersmart internet-safety digitalcitizenship

shared by Rhondda Powling on 12 Feb 10 - Cached
  • Rhondda Powling on 12 Feb 10
     
    Bullying. No way! is developed and managed by all Australian education authorities for use by Australia's Government, Catholic and Independent school communities.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
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
Kathleen Cercone

kwout | A brilliant way to quote - 0 views

kwout.com

screenshot web2.0 tools quote tool image blogging web

shared by Kathleen Cercone on 06 Jul 09 - Cached
  • Kathleen Cercone on 06 Jul 09
     
    A brilliant way to quote
Ninja Essays

Two Unconventional Ways To Improve Your Academic Writing | Thought Catalog - 0 views

thoughtcatalog.com/...-improve-your-academic-writing

ways academic writing thought catalog education collaboration teaching learning

shared by Ninja Essays on 26 Nov 14 - No Cached
  • Ninja Essays on 26 Nov 14
     
    "Professors and students who object the typical five-paragraph essay structure don't necessarily have something against it. "
instantprofiler

INow using FBN you can find owner of a particular business. - 0 views

INSTANT PROFILER has over the past two years made a huge name for itself courtesy its access over a huge range of information along with the various yet well-presented manner of giving them out to ...

started by instantprofiler on 15 Nov 14 no follow-up yet
Teresa Pombo

100 Ways Google Can Make You a Better Educator | OEDb - 56 views

oedb.org/...oogle_make_you_better_educator

Google Education tools resources teaching Classroom 100 Educator

shared by Teresa Pombo on 26 Aug 10 - Cached
  • Teresa Pombo on 26 Aug 10
     
    "100 Ways Google Can Make You a Better Educator"
wallaceclient56

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

realserviceit.com/...buy-zomato-reviews

Education Web2.0 tools technology learning resources teaching immigration visa 2.0

shared by wallaceclient56 on 17 Aug 23 - No Cached
  • wallaceclient56 on 17 Aug 23
     
    Buy Zomato Reviews Introduction Zomato reviews are a great way to get your business in front of new customers. We have a large network of reviewers that can help you reach new people who have never heard about your company before, and they will be able to provide unbiased feedback on your restaurant or store. What Is Zomato Reviews? Zomato is a restaurant search and discovery platform that allows users to find restaurants, order food and get recommendations on where to eat. Buy Zomato Reviews Zomato has over 150 million users across the globe. It was launched in India in 2008 by Atul Gupta, who remains as CEO of the company today. The app has grown quickly since its inception and now boasts over 300 million users worldwide with more than 200 million monthly visitors accessing Zomato through mobile devices alone! Why Should You Invest in Zomato Reviews? Zomato Reviews are one of the most effective ways to get more customers and reviews. The more you have, the more revenue you can earn. Zomato Reviews can be used in many ways: To increase your number of customer ratings, which help you attract new customers and grow your business. To earn more money from advertising because they are a high-quality source of traffic that is targeted at specific audience groups. zomato Buy Zomato Reviews Zomato Reviews Zomato is a restaurant discovery app that allows you to find the best food and drinks in your neighborhood. It has over 1 million users in India and is the largest restaurant discovery platform in the country. Zomato was founded by Deepinder Goyal and Pankaj Chaddah in 2010 with an aim to help people discover new places around them. Today, Zomato has over 100 million users across several countries including India, Bangladesh, Pakistan, Sri Lanka and Nepal (the latter two being part of their Global Expansion Program). Buy Zomato Reviews Zomato's core business model revolves around providing restaurant listings on its website as well as mobile apps for both Android & i
viraj981

7 best way to leave cell phone addiction - 0 views

www.goalguruji.in/...eave-cell-phone-addiction.html

7 best way to leave cell phone addiction quit addicition

shared by viraj981 on 12 Sep 22 - No Cached
  • viraj981 on 12 Sep 22
     
    If you follow the steps given here sincerely and consistently, then you can leave cell phone addiction and Will reduce the habit of cell phone usage.
Maria Suliveres

30 Simple Ways You Should Be Using Google | Edudemic - 27 views

edudemic.com/...ays-you-should-be-using-google

technology

shared by Maria Suliveres on 17 Aug 12 - No Cached
  • Danielle Kutter on 17 Aug 12
     
    30 ways you should be using Google
  • Maria Suliveres on 20 Aug 12
     
    So you're a Google guru or a search siren... I bet you still don't know every last trick and tool in Google's array of services. But whether you're a newbie or expert, the following infographic from GCFLearnFree may very well be worth printing out and posting in your office or teacher's lounge.
  • Maria Suliveres on 20 Aug 12
     
    Herramientas tecnológicas para nosotros los educadores.
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