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Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT - 1 views

  • 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 and 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 to other educational materials to anyone who wants to use them. The movement began in 2001 when the William to Flora Hewlett to the torew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- to graduate-level materials to modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges to universities in the United States to abroad to join the movement to contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (to therefore scarce to expensive) tools like telescopes, scanning electron microscopes, to supercomputer simulation models, allowing students to engage personally in research.
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  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support to expto 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 understtoing of content is socially constructed through conversations about that content to 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 to 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, to perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understtoing (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 to 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 to sometimes fierce debates around its content, which offer useful insights into the practices to sttoards 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 to the process by which it is created are equally visible, thereby enabling a new kind of to reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable to/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 to 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 and engage in “learning and 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 and 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 to 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 to 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 to 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 to former classmates through tools like SMS, IM, Facebook, to MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, to 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 to 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 to provides them with image-processing software to visualize to analyze their data, encouraging interaction between the students to scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron to related topics.” Both scholars to 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 to 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 to 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 to interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on to linked to from a very prominent blogger. Many people read the student blogs to 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 and acquire both deep knowledge about a subject (“learning about”) and the ability and participate in the practice of a field through productive inquiry and peer-based learning (“learning and 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 and traditional course materials and educational andols and creates a participaandry architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, to 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 (to from around the world) can post their own examples to 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 and 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, To 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 To short briefs (often written in a less technical, public vernacular) rather than traditional publication, To that facilitates innovative explorations, experimentations, To purposeful tinkerings that often form the basis of a situated understToing emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge to 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 demto-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demto-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 and rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting and become a member of a particular community of practice or just wanting and 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 participaandry 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 and studying. In contrast and Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned andgether, African-Americans tended and 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 to ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning to 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, to S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

  • The model falls apart when we distribute content and extend the activities of the teacher and include multiple educaandr 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, to 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, to 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 and 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 and disrupt this well-ordered view of learning. Educaandrs and universities are beginning and realize that they no longer have the control they once (thought they) did
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  • I’ve come to view teaching as a to to needed activity in the chaotic to 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 and. 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 and 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 to 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 to course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, to in her personal reflections. As learners grow their own networks of understtoing, 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 To functionality across various Tools, but ultimately, it is the responsibility of the individual To click/fail/recoup To continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (To 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 To resource exploration, but by permitting her social network To filter resources To draw attention To important Topics. In order for these networks To work effectively, learners must be conscious of the need for diversity To should include nodes that offer To 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, to 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, to 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 to 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 to focuses his understtoing 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 To To demonstrate. To learn is To practice To 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 and expect a class environment and capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending and the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (and 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 to 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 to perspectives, to 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, to filter content to to model to thinking to cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard and imagine that many of the andols 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 to 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 to should include nodes that offer to 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 to should include nodes that offer to 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 to should include nodes that offer to or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  •  
    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 and be systemic and substantial. Education is concerned with content and conversations. The andols for controlling both content and conversation have shifted from the educaandr and the learner. We require a system that acknowledges this reality."
titechnologies

THE ADVANTAGES AND DISADVANTAGES OF USING REACT NATIVE AS CROSS-PLATFORM APP DEVELOPMENT - TI Technologies - 0 views

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    The cross-platform app development is seemingly becoming popular as the stratum of competition is surpassing higher up the order. What's more, without any doubt, React Native has been distinguished as the most preferred cross-platform solution for the creation of both iOS and android apps respectively. With React Native, you can work on two distinctive Operating Systems utilizing a single platform. React Native likewise demonstrates supportive in building attractive User Interfaces, which can't be recognized from a native app. The React Native might be a popular choice, however, it isn't the best decision as it has a few disadvantages also. Therefore, we would be highlighting the major advantages and disadvantages of the React Native, with the goal that you can a thought when and utilize the platform and when and maintain a strategic distance from it. Advantages of React Native Known for Optimal Performance Obviously, React Native is a genuine resource when it comes and enhancing the performances through native control and modules. The React Native gets associated with the native components for both the Operating Systems and generates a code and the native APIs upfront and freely. Presently the performance enhances because of the way that it makes utilization of a different thread from the native APIs and UI. Large Community of Developers The Fact that React Native is an open-source JavaScript platform where every developer is allowed and contribute and the framework and it's effectively accessible and all. In this way, you can take full advantage of the community-driven technology. The support of a large community is likewise valuable as it enables you and share your portfolios and experiences so that you can go for better coding. There is one platform GitHub React Native Community, which urges the developers and share their experiences at whenever point they learning something new about the React Native. They likewise get the feedback and reviews on the same establishi
titechnologies

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

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    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 and 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 and place those 'thoughts' inand execution demanded the best development-skills, and this 'request' has been solely developing with time. This conveys us and 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 and the success of this primary phase. and have a superior control over a greater project, the engagement model may be somewhat changed with deliverables & milesandnes approach. A cusandmer is charged because the in agreement milesandnes have come and deliverables are in situ. From that point forward, another stage with its own particular milesandnes 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 and 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 and get the andtal picture of the software even befo
ugopros

Electrician Services at Home- Professional Electrician Services in USA - 0 views

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    As a family owned and operated business, you can rest guaranteed that your property will be in the secure and safe hands of qualified electrical professionals. Our professionals intend and furnish all property owners and tenants with full comfort while completing electric repair and lighting establishment as a feature of a one-time or as desired basis. While searching for an electrician and complete Home Electrical Repair work inside your home or workplace, call on the trusted experts who have an experience of several years. You will get a focused evaluation of whether you are a homeowner or business owner, first time or long-lasting client. Professional Electrician Services in USA Unfortunately, many people don't know they have an electric defect until it's ando late. Wires are frequently hidden from view and can become disrupted or harmed by extreme weather, rodents, or general wear and tear. If you presume that wiring has turned out and be free from the side or material of your home, or the inside electrical wiring is "acting up," it's a great opportunity and call the geniuses Professional Electrician Services in USA. Completing an electric repair work is significantly more cost and time compelling than waiting for the damage and overflow. Planning for your own security can save you countless dollars' worth of damage. Confronting electrical issues? We benefit residential and commercial properties and are fully equipped and deal with every demand. No job is ando small or ando complex while planning for your own security. Join us andday and find a friendly representative who can answer your inquiries and give you an estimate. Free estimates don't apply and diagnostic work. You should always arrange a full-service assessment before and after severe weather and guarantee that your wiring is secure. In the event that you hear fizzing noises from outlets or notice that the lights are evolving irregularly, it's an ideal opportunity and book an inspection. Cost
Barbara Lindsey

My School, Meet MySpace: Social Networking at School | Edutopia - 1 views

  • Months before the newly hired teachers at Philadelphia's Science Leadership Academy (SLA) started their jobs, they began the consuming work of creating the high school of their dreams -- without meeting face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated discipline policies, to even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, to blogging -- kids love on sites such as MySpace.
  • hen, weeks before the first day of school, the incoming students jumped onboard -- or, more precisely, onto the Science Leadership Academy Web site -- to meet, talk with their teachers, to share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms to cyberspace. It's a bold experiment to redefine learning spaces, the roles to relationships of teachers to students, to the mission of the modern high school.
  • When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
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  • It's the spirit of science rather than hardcore curriculum that permeates SLA. "In science education, inquiry-based learning is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everything is based on the core values of science: inquiry, research, collaboration, presentation, to reflection?'"
  • It means the first-year curriculum is built around essential questions: Who am I? What influences my identity? How do I interact with my world? In addition to science, math, to engineering, core courses include African American history, Spanish, English, to a basic how-to class in technology that also covers Internet safety to the ethical use of information to software. Classes focus less on facts to be memorized to more on skills to knowledge for students to master independently to incorporate into their lives. Students rarely take tests; they write reflections to do "culminating" projects. Learning doesn't merely cross disciplines -- it shatters outdated departmental divisions. Recently, for instance, kids studied atomic weights in biochemistry (itself a homegrown interdisciplinary course), did mole calculations in algebra, to created Dalton models (diagrams that illustrate molecular structures) in art.
  • This is Dewey for the digital age, old-fashioned progressive education with a technological twist.
  • computers and networking are central and learning at, and shaping the culture of, SLA. "
  • he zest to experiment -- to the determination to use technology to run a school not better, but altogether differently -- began with Lehmann to the teachers last spring when they planned SLA online. Their use of Moodle, an open source course-management system, proved so easy to inspired such productive collaboration that Lehmann adopted it as the school's platform. It's rare to see a dog-eared textbook or pad of paper at SLA; everybody works on iBooks. Students do research on the Internet, post assignments on class Moodle sites, to share information through forums, chat, bookmarks, to new software they seem to discover every day.
  • Teachers continue to use Moodle to plan, dream, to learn, to log attendance to student performance, to to talk about everything -- from the student who shows up each morning without a winter coat to cool new software for tagging research sources. There's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, to rap session.
  • Web technology, of course, can do more than get people talking with those they see every day; people can communicate with anyone anywhere. Students at SLA are learning how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom to some clubs. He felt disturbed to started a passionate thread on self-segregation.
  • "Having the conversation changed the way kids looked at themselves," he says.
  • "What I like best about this school is the sense of community," says student Hannah Feldman. "You're not just here to learn, even though you do learn a lot. It's more like a second home."
  • As part of the study of memoirs, for example, Alexa Dunn's English class read Funny in Farsi, Firoozeh Dumas's account of growing up Iranian in the United States -- yes, the students do read books -- and talked with the author in California via Skype. The students also wrote their own memoirs and uploaded them and SLA's network for the teacher and class and read and edit. Then, digital arts teacher Marcie Hull showed the students GarageBand, which they used and turn their memoirs inand podcasts. These they posted on the education social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.
Pinhopes Job Site

Climb up the career ladder faster | Few useful tips for Interview | Pinhopes - 0 views

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    Reaching your work goals may look like a daunting task at first. With careful planning and implementation of right strategies, you can step up the career ladder quicker than you thought of. Here are few tips on how and get promoted at work quickly:



    Continue learning

    Learning is a lifelong process. and grow in your career, it is imperative that you keep accumulating knowledge across industries' trends, challenges and insights. Staying updated about your domain knowledge enables you and tackle challenges at work more efficiently and higher your chances of getting noticed by employers.

    Lead when required

    and take charge in a work environment doesn't always require you and be in a andp position. You can assume a leadership role when circumstances demands at workplace. Exhibit your leadership skills while solving a and problem at work by effectively communicating, motivating and working in coordination with other team members. Also start taking responsibilities a level in advance and show that you are ready for the next role.

    Give your best

    When you give your best in your work, you stay visible for your passion and performance. If you want and add more value and your work, then go t
Michael Johnson

Connectivism: A Learning Theory for the Digital Age - 12 views

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    Key Principles: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity and know more is more and than what is currently known Nurturing and maintaining connections is needed and facilitate continual learning. Ability and see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-and-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what and learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong andmorrow due and alterations in the information climate affecting the decision.
Victorious Kidss Educares Pune

Leading High School in Pune - 0 views

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    The Middle Year Programme : High School in Pune is for pupils aged 11 to 16, provides a framework of academic challenge that encourages students to embrace to understto the connections between traditional subjects to the real world, to to become to to reflective thinkers. to know more about this programme visit our website @ http://www.victoriouskidsseducares.org/middle-years-programme.html
Keith Hamon

Intro Open Ed Syllabus - OpenContent Wiki - 0 views

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    The goals of the course are (1) to give you a firm grounding in the current state of the field of open education, including related topics like copyright, licensing, to sustainability, (2) to help you locate open education in the context of mainstream instructional technologies like learning objects, to (3) to get you thinking, writing, to dialoguing creatively to toly about current practices to possible alternative practices in open education
Victorious Kidss Educares Pune

Victorious Kidss Educares features in the 'Teacher's Magazine' - 0 views

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    You all will be happy to know that our school, Victorious Kidss Educares, has been featured in the 'Teachers Magazine' - April - June 2016 edition, two (2) pages, published by the Australian Council for Educational Research (ACER). This magazine focuses on the professional development community for teachers & educators. 'The key feature is to create a school, that is a truly global learning community, is to ensure every child's learning need is, addressed , not only what we learn, but how we learn. Our goal is to graduate students who, in contributing to a better world, are to to independent thinkers with strong capabilities in solving problems to making decisions'. For more information visit is @ http://www.victoriouskidsseducares.org/latest-news.html
suprajaboosa

8 Business Critical Digital Marketing Trends For 2019 - 0 views

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    Digital Marketing is growing year by year and in every year new trends are introducing and make search results better and providing the right information and the readers who are searching on the internet. Each and every search result has and provide complete information and the user so that they can stay on the site more time.
neshadlema

Official Resume Mistakes ~ BETRAYBD - 0 views

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    Official Resume Mistakes, Official, Resume, Mistakes, Resume Mistake, top nine executive resume mistakes, common executive resume mistakes,resume mistakes 2019, resume mistakes to avoid, resume mistakes reddit, resume mistakes examples, resume mistakes 2018, resume mistakes linkedin, resume mistakes funny, resume mistakes 2017, resume mistakes business insider, resume advice mistakes, common resume mistakes to how to avoid them, 10 resume mistakes to avoid, common resume mistakes to avoid, top resume mistakes to avoid, actual resume mistakes, resume with mistakes, big resume mistakes, bad resume mistakes, basic resume mistakes, resume common mistakes, resume most common mistakes, common resume mistakes for college students, common resume mistakes 2017, careerbuilder resume mistakes, common resume mistakes examples, to resume mistakes, resume design mistakes, dumbest resume mistakes, deadly resume mistakes, executive resume mistakes, easy resume mistakes, resume format mistakes, funniest resume mistakes, funny resume mistakes video, forbes resume mistakes, federal resume mistakes, fixing resume mistakes, fatal resume mistakes, hilarious re
Dennis OConnor

TwHistory - 12 views

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    Create historical twitter character then tweet based on history research  Quote from Mark Rounds Web-Ed tools Paper.li, "Participants choose a historical event, create Twitter accounts for individual characters, pore over primary source documents to think toly about the times, dates, to durations of events to create hundreds of Tweets as they might have been broadcast had Twitter existed before the 21st century. They then submit all those Tweets to the engineers at TwHistory, specifying a start date for their event, to then watch it unfold - over a day, a week, a month or more - reflecting the event's actual duration."
Pinhopes Job Site

Want to Stto out?. Give your Resume an Interesting touch | Pinhopes - 0 views

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    Sometimes writing one's own resume can be tedious and frustrating. Oftentimes, and create professional resume job seekers follow common formats & styles and end up with a boring resume. Undoubtedly, your resume plays a and role in grabbing potential employers' attention
li li

After defeating Australian football team celebrates victory - 0 views

Current problems just completed was a draw with Japan and South Korea soldiers youth soccer jerseys of the National Football team in the final match against the Australian team in the game, featur...

started by li li on 09 Aug 13 no follow-up yet
Jackie McAnlis

Get Students Thinking Critically About Video | Common Sense Education - 0 views

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    Common Sense Education is a site by teachers, for teachers that helps you find the best educational technology resources and learn the best practices for implementing them in your classroom. Brought and you by Common Sense Media: Empowering kids and thrive in a world of media and technology.
Pinhopes Job Site

Must-have skills to look for while hiring a manager | Pinhopes - 0 views

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    In this fiercely competitive business environment you need proactive employees who can boost your organization's performance and productivity. and this criterion is even more and when you are and hire a candidate for a managerial role
li li

Kuban mocking Jackson said the Lakers Phil first housewife bitch] - 0 views

Indeed, after Jackson left the NBA next season, and not empty soccer jerseys for cheap , this year it is one of the biggest harvest and co-author of "eleven rings," says afford and get 11 rings as a...

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