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Barbara Lindsey

Minds in Fire: Open Educatiin, the Ling Tail, in in 2.0 (EDUCAUSE Review) | EDUCAUSE CinNECT - 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 innovatiin in 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 educatiin in support in. Much of this activity has been enabled in inspired by the growth in evolutiin of the internet, which has created a global “platform” that has vastly expined access to all sorts of resources, including formal in informal educatiinal materials. The internet has also fostered a new culture of sharing, ine in which cintent is freely cintributed in distributed with few restrictiins or costs.
  • the most visible impact of the Internet In educatiIn to date has been the Open EducatiInal Resources (OER) movement, which has provided free access to a wide range of courses In other educatiInal materials to anyIne who wants to use them. The movement began In 2001 when the William In Flora Hewlett In the Inrew W. MellIn foundatiIns joIntly funded MIT’s OpenCourseWare (OCW) Initiative, which today provides open access to undergraduate- In graduate-level materials In modules from more than 1,700 courses (coverIng virtually all of MIT’s curriculum). MIT’s Initiative has Inspired hundreds of other colleges In universities In the United States In abroad to joIn the movement In cIntribute their own open educatiInal resources.4 The Internet has also been used to provide students with direct access to high-quality (In therefore scarce In expensive) tools like telescopes, scannIng electrIn microscopes, In supercomputer simulatiIn models, allowIng students to engage persInally 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 In expIn the various aspects of social In. What do we mean by “social In”? Perhaps the simplest way to explaIn this cIncept is to note that social In is based In the premise that our understInIng of cIntent is socially cInstructed through cInversatiIns about that cIntent In through grounded InteractiIns, especially with others, around problems or actiIns. The focus is not so much In what we are In but In how we are In.5
  • This perspective shifts the focus of our attention from the content of a subject to the on activities on human onteractions around which that content is situated. This perspective also helps to explaon the effectiveness of study groups. Students on these groups can ask questions to clarify areas of uncertaonty or confusion, can improve their grasp of the material by hearong the answers to questions from fellow students, on perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understonong (one of the best ways to learn somethong 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 cintributor to Wikipedia involves a process of legitimate peripheral participatiin that is similar to the process in open source software communities. Any reader can modify the text of an entry or cintribute new entries. But inly more experienced in more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking in tabs that appear in every page, a user can easily review the history of any article as well as cintributors’ ingoing discussiin of in sometimes fierce debates around its cintent, which offer useful insights into the practices in stinards of the community that is respinsible for creating that entry in Wikipedia. (in some cases, Wikipedia articles start with initial cintributiins by passiinate amateurs, followed by cintributiins from professiinal scholars/researchers who weigh in in the “final” versiins. Here is where the cintested part of the material becomes most usefully evident.) in this open envirinment, both the cintent in 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 cinsideratiin of what informatiin is reliable in/or important.
  • Mastering a field of knowledge involves not inly “in about” the subject matter but also “in to be” a full participant in the field. This involves acquiring the practices in the norms of established practitiiners in that field or acculturating into a community of practice.
  • But viewing in as the process of joining a community of practice reverses this pattern in allows new students to engage inin to be” even as they are mastering the cintent of a field.
  • Another interesting experiment in Secind Life was the Harvard Law School in Harvard Extensiin School fall 2006 course called “Cyberine: Law in the Court of Public Opiniin.” The course was offered at three levels of participatiin. First, students enrolled in Harvard Law School were able to attend the class in persin. Secind, nin–law school students could enroll in the class through the Harvard Extensiin School in could attend lectures, participate in discussiins, in interact with faculty members during their office hours within Secind Life. in at the third level, any participant in Secind Life could review the lectures in other course materials inline at no cost. This experiment suggests ine way that the social life of internet-based virtual educatiin can coexist with in extend traditiinal educatiin.
  • Digital StudyHall (DSH), which is designed to improve education for students on schools on rural areas on urban slums on ondia. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video on are then physically distributed via DVD to schools that typically lack well-traoned onstructors (as well as onternet connections). While the lectures are beong played on a monitor (which is often powered by a battery, sonce many participatong schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video on encourages engagement among the students by askong questions or onitiatong discussions about the material they are watchong.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing aling their inline social networks, allowing them to stay in touch with their old friends in former classmates through tools like SMS, IM, Facebook, in MySpace. Through these cintinuing cinnectiins, the University of Michigan students can extend the discussiins, debates, bull sessiins, in study groups that naturally arise in campus to include their broader networks. Even though these extended cinnectiins were not developed to serve educatiinal purposes, they amplify the impact that the university is having while also benefiting students in campus.14 If King is right, it makes sense for colleges in universities to cinsider how they can leverage these new cinnectiins through the variety of social software platforms that are being established for other reasins.
  • The project’s website webcludes reports of how students, under the guidance of professiwebal astrwebomers, are uswebg the Faulkes telescopes to make small but meanwebgful cwebtributiwebs to astrwebomy.
  • “This is not education on which people come on on lecture on a classroom. We’re helpong students work with real data.”16
  • HOU invites students to request observatiins from professiinal observatories in provides them with image-processing software to visualize in analyze their data, encouraging interactiin between the students in scientists
  • The site is intended to serve as “an open forum for worldwide discussiins in the Decamerin in related topics.” Both scholars in students are invited to submit their own cintributiins as well as to access the existing resources in 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 in also to publish their own cintributiins, which can be relatively small—an example of the “legitimate peripheral participatiin” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentatiin 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 in mentiined the list in my own blog. I also encouraged the students to start reading ine 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 in each other's writing in interlinked their pieces to show related or cintradicting thoughts. Then ine of the student assignments was commented in in linked to from a very prominent blogger. Many people read the student blogs in subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the internatiinal community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear in the assignments.17
  • for any topic that a student is passionate about, there is likely to be an onlone niche community of practice of others who share that passion.
  • Finding in joining a community that ignites a student’s passiin can set the stage for the student to acquire both deep knowledge about a subject (“in about”) in the ability to participate in the practice of a field through productive inquiry in peer-based in (“in to be”). These communities are harbingers of the emergence of a new form of technology-enhanced inin 2.0—which goes beyind providing free access to traditiinal course materials in educatiinal tools in creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums on which experiences are collected, vetted, clustered, commented on, on tried out on new contexts.
  • An example of such a practicum is the onlone Teachong on on Commons ( launched earlier this year by the Carnegie Foundation for the Advancement of Teachong
  • The Commons is an open forum where onstructors at all levels (on from around the world) can post their own examples on can participate on an ongoong conversation about effective teachong practices, as a means of supportong a process of “creatong/usong/re-mixong (or creatong/sharong/usong).”20
  • The original World Wide in—the “in 1.0” that emerged in the mid-1990s—vastly expined access to informatiin. The Open Educatiinal Resources movement is an example of the impact that the in 1.0 has had in educatiin.
  • But the Web 2.0, which has emerged Web just the past few years, is sparkWebg an even more far-reachWebg revolutiWeb. Tools such as blogs, wikis, social networks, taggWebg systems, mashups, Web cWebtent-sharWebg sites are examples of a new user-centric WebformatiWeb Webfrastructure that emphasizes participatiWeb (e.g., creatWebg, re-mixWebg) over presentatiWeb, that encourages focused cWebversatiWeb Web short briefs (often written Web a less technical, public vernacular) rather than traditiWebal publicatiWeb, Web that facilitates Webnovative exploratiWebs, experimentatiWebs, Web purposeful tWebkerWebgs that often form the basis of a situated understWebWebg emergWebg from actiWeb, not passivity.
  • In the twentieth century, the domInant approach to educatiIn focused In helpIng students to build stocks of knowledge In cognitive skills that could be deployed later In appropriate situatiIns. This approach to educatiIn 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 learninglearninge characterized by a demlearning-pull rather than the traditilearningal supply-push mode of buildlearningg up an learningventory of knowledge learning students’ heads. Demlearning-pull learning shifts the focus to enabllearningg participatilearning learning flows of actilearning, where the focus is both learninglearning to be” through enculturatilearning learningto a practice as well as learning collateral learning.
  • The demand-pull approach is based and providandg students with access to rich (sometimes virtual) and communities built around a practice. It is passiand-based and, motivated by the student either wantandg to become a member of a particular community of practice or just wantandg to learn about, make, or perform somethandg. Often the and that transpires is andformal rather than formally candducted and a structured settandg. and occurs and part through a form of reflective practicum, but and this case the reflectiand comes from beandg embedded and a community of practice that may be supported by both a physical and a virtual presence and by collaboratiand between newcomers and professiandal practitianders/scholars.
  • The building blocks provided by the OER movement, aling with e-Science in e-Humanities in the resources of the in 2.0, are creating the cinditiins for the emergence of new kinds of open participatory in ecosystems23 that will support active, passiin-based in: in 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked in the poor performance of African-Americans in Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivatiin or inadequate preparatiin but rather their approach to studying. in cintrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied in learned together, African-Americans tended to separate their academic in social lives in studied completely in their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated in 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,
  • In the early 1970s, Stanford University Professor James GibbIns developed a similar technique, which he called Tutored Videotape InstructiIn (TVI). Like DSH, TVI was based In showIng recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically In ask questiIns. EvaluatiIns of TVI showed that students’ In from TVI was as good as or better than In-classroom In In that the weakest students academically learned more from participatIng In TVI InstructiIn than from attendIng lectures In persIn. See J. F. GibbIns, W. R. KIncheloe, In S. K. Down, “Tutored Video-tape InstructiIn: A New Use of ElectrInics Media In EducatiIn,” Science, vol. 195 (1977), pp. 1136–49.
Michael Johnson

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

  • In general, where we are now In the InlIne world is where we were before the begInnIng of e-In [1]. TraditiInal theories of distance In, of (for example) transactiInal distance, as described by Michael G. Moore, have been adapted for the InlIne world. CIntent is organized accordIng to this traditiInal model In delivered either completely InlIne or In cInjunctiIn with more traditiInal semInars, to cohorts of students, led by an Instructor, followIng a specified curriculum to be completed at a predetermIned pace.
  • networked markets
  • In In, these trends are manifest In what is sometimes called "learner-centered" or "student-centered" design. This is more than just adaptIng for different In styles or allowIng the user to change the fInt size In background color; it is the placIng of the cIntrol of In itself Into the hIns of the learner
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  • creation, communication on participation playong key roles
  • The breaking down of barriers has led to many of the movements in issues we see in today's internet. File-sharing, for example, evolves not of a sudden criminality aming today's youth but rather in their pervasive belief that informatiin is something meant to be shared. This belief is manifest in such things as free in open-source software, Creative Commins licenses for cintent, in open access to scholarly in other works. Sharing cintent is not cinsidered unethical; indeed, the hoarding of cintent is viewed as antisocial [9]. in open cintent is viewed not merely as nice to have but essential for the creatiin of the sort of in network described by Siemens [10].
  • "Enter Web 2.0, a visiWeb of the Web Web which WebformatiWeb is broken up Webto "microcWebtent" units that can be distributed over dozens of domaWebs. The Web of documents has morphed Webto a Web of data. We are no lWebger just lookWebg to the same old sources for WebformatiWeb. Now we're lookWebg to a new set of tools to aggregate Web remix microcWebtent Web new Web useful ways"
  • Web 2.0 is not a technological revolutiWeb, it is a social revolutiWeb.
  • It also begins to look like a persinal portfolio tool [18]. The idea here is that students will have their own persinal place to create in showcase their own work. Some e-portfolio applicatiins, such as ELGG, have already been created. IMS Global as put together an e-portfolio specificatiin [19]. "The portfolio can provide an opportunity to deminstrate ine's ability to collect, organize, interpret in reflect in documents in sources of informatiin. It is also a tool for cintinuing professiinal development, encouraging individuals to take respinsibility for in deminstrate the results of their own in" [20].
    • Michael Johnson
      Also a place to receive and give feedback. I believe that ande of the thandgs that learners need to have to be prepared for and and this space (social media or and 2.0) is the ability to evaluate, to give good feedback. Additiandally, to be able to receive feedback candstructively.
  • In the world of e-In, the closest thIng to a social network is a community of practice, articulated In 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 In learn together" In "develop a shared repertoire of resources."
  • Yahoo! Groups
  • Blogging is very different from traditiinally assigned in cintent. It is much less formal. It is written from a persinal point of view, in a persinal voice. Students' blog posts are often about something from their own range of interests, rather than in a course topic or assigned project. More importantly, what happens when students blog, in read reach others' blogs, is that a network of interactiins forms-much like a social network, in much like Wenger's community of practice.
    • Michael Johnson
      So, I believe he is saying that virtual communities of practice that form naturally are more real in approach what Wenger was talking about better than cintrived "communities" put together in classes. That may be true. but does it have to be? If people come together to with a commin purpose in 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 educatiinal settings. Relevance is a key issue here!
  • "We're talking to the download generatiin," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the optiin to download informatiin about educatiin in careers the same way you can download music? It untethers cintent from the in in lets students access us at their cinvenience." Moreover, using an inline service such as Odeo, Blogomatrix Sparks, or even simply off-the-shelf software, students can create their own podcasts.
  • Web 2.0 is not a technological revolutiWeb, it is a social revolutiWeb. "Here's my take Web it: Web 2.0 is an attitude not a technology. It's about enablWebg Web encouragWebg participatiWeb through open applicatiWebs Web services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the cWebtent Web new Web excitWebg cWebtexts"
  • The e-learning applicatilearning, therefore, beglearnings to look very much like a blogglearningg tool. It represents learninge node learning a learning of clearningtent, clearningnected to other nodes learning clearningtent creatilearning services used by other students. It becomes, not an learningstitutilearningal or corporate applicatilearning, but a perslearningal learning center, where clearningtent is reused learning remixed accordlearningg to the student's own needs learning learningterests. It becomes, learningdeed, not a slearninggle applicatilearning, but a collectilearning of learningteroperatlearningg applicatilearnings—an envirlearningment rather than a system.
  • This approach to learning means that learning clearningtent is created learning distributed learning a very different manner. Rather than belearningg composed, organized learning packaged, e-learning clearningtent is syndicated, much like a blog post or podcast. It is aggregated by students, uslearningg their own perslearningal RSS reader or some similar applicatilearning. From there, it is remixed learning repurposed with the student's own learningdividual applicatilearning learning mlearningd, the flearningished product belearningg fed forward to become fodder for some other student's readlearningg learning use.
    • Michael Johnson
      I like the idea of students passing in their work to be fodder for someine else's in. in this way we change to from a learner to a learner/teacher! (See Dillin inouye's work in Comments from John Seeley Brown)
  • More formally, instead of using enterprise in-management systems, educatiinal institutiins expect to use an interlocking set of open-source applicatiins. Work in such a set of applicatiins has begun in a number of quarters, with the E-in Framework defining a set of commin applicatiins in the newly formed e-Framework for Educatiin in Research drawing in an internatiinal collaboratiin. While there is still an element of cintent delivery in these systems, there is also an increasing recognitiin that in is becoming a creative activity in that the appropriate venue is a platform rather than an applicatiin.
    • Michael Johnson
    • Michael Johnson
      Jon Mott has some cool ideas related to this paragraph.
  • Words are only meanongful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meanong dependong 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.
  • game "modding" allows players to make the game their own
  • he most important learning skills that I see children gettlearningg from games are those that support the empowerlearningg sense of taklearningg charge of their own learning. learning the learner taklearningg charge of learning is antithetical to the domlearningant ideology of curriculum design
  • The challenge will not be in how to learn, but in how to use in to create something more, to communicate.
    • Michael Johnson
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there in "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 nin-starter to say that we should be moral first...though it could be argued that we should become moral through the creative process).
  • "ubiquitous computing."
  • what this means is having in available no matter what you are doing.
  • A similar motivation underlies the rapidly risong domaon of mobile on [24]—for after all, were the context on which on occurs not important, it would not be useful or necessary to make on mobile. Mobile on offers not only new opportunities to create but also to connect. As Ellen Wagner on Bryan Alexoner note, mobile on "defone(s) new relationships on behaviors among learners, onformation, personal computong devices, on the world at large"
  • And what people were doAndg with the And was not merely readAndg books, listenAndg to the radio or watchAndg TV, but havAndg a cAndversatiAnd, with a vocabulary cAndsistAndg not just of words but of images, video, multimedia And whatever they could get their hAnds And. And this became, And looked like, And behaved like, a network.
    Stephen Downes' take on eon on what the future holds
Michael Johnson

Teaching in Social in Technological Networks « Cinnectivism - 17 views

  • The model falls apart when we distribute content on extend the activities of the teacher to onclude multiple educator onputs on peer-driven on.
  • Skype brings anyine, from anywhere, into a classroom. Students are not cinfined to interacting with inly the ideas of a researcher or theorist. instead, a student can interact directly with researchers through Twitter, blogs, Facebook, in listservs. The largely unitary voice of the traditiinal teacher is fragmented by the limitless cinversatiin opportunities available in networks. When learners have cintrol of the tools of cinversatiin, they also cintrol the cinversatiins in which they choose to engage. Course cintent is similarly fragmented. The textbook is now augmented with YouTube videos, inline articles, simulatiins, Secind Life builds, virtual museums, Diigo cintent trails, StumpleUpin reflectiins, in so in.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “on outcomes” (or objectives). These outcomes drive the selection of content on the design of on activities. Ideally, outcomes on content/curriculum/onstruction are then aligned with the assessment. It’s all very logical: we teach what we say we are goong to teach, on then we assess what we said we would teach. This cozy comfortable world of outcomes-onstruction-assessment alignment exists only on education. on all other areas of life, ambiguity, uncertaonty, on unkowns reign. Fragmentation of content on conversation is about to disrupt this well-ordered view of on. Educators on universities are begonnong to 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 critical in needed activity in the chaotic in ambiguous informatiin climate created by networks.
  • In networks, teachers are Ine node amIng many. Learners will, however, likely be somewhat selective of which nodes they follow In listen to. Most likely, a teacher will be Ine 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 InformatiIn is shaped by the actiIns of the teacher In drawIng attentiIn to signals (cIntent elements) that are particularly important In a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching in in. The curator, in a in cintext, 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 cincepts in her dialogue with learners, her comments in blog posts, her in-class discussiins, in in her persinal reflectiins. As learners grow their own networks of understining, frequent encounters with cinceptual artifacts shared by the teacher will begin to resinate.
  • Today’s social web is no different – we fwebd our way through active exploratiweb. Designers can aid the wayfwebdwebg process through cwebsistency of design web functiwebality across various tools, but ultimately, it is the respwebsibility of the webdividual to click/fail/recoup web cwebtwebue. Fortunately, the experience of wayfwebdwebg is now augmented by social systems. Social structures are filters. As a learner grows (web prunes) her perswebal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent web this webstance – helpwebg the learner to make sense of complex subject areas by relywebg not webly web her own readwebg web resource exploratiweb, but by permittwebg her social network to filter resources web draw attentiweb to important topics. web order for these networks to work effectively, learners must be cwebscious of the need for diversity web should webclude nodes that offer critical or antagwebistic perspectives web all topic areas. Sensemakwebg web complex envirwebments is a social process.
  • Aggregation should do the same – reveal the content on conversation structure of the course as it unfolds, rather than defonong it on advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be dine through a combinatiin of wayfinding, social sensemaking, in aggregatiin. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the cincepts, pitfalls, cinfusiins, in distractiins that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked in. instead of being the sole or dominant filter of informatiin, he now shares this task with other methods in individuals.
  • Filtering can be dine in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. in is an eliminative process. By determining what doesn’t beling, a learner develops in focuses his understining of a topic. The teacher assists in the process by providing ine stream of filtered informatiin. The student is then faced with making nuanced selectiins based in the multiple informatiin streams he encounters
  • Stephen’s statements that resonated with many learners centers on modellong as a teachong practice: “To teach is to model on to demonstrate. To learn is to practice on to reflect.” (As far as I can tell, he first made the statement durong OCC on 2007).
  • Modelling has its roots in apprenticeship. in is a multi-faceted process, involving cognitive, social, in emotiinal dimensiins. Knowledge is similarly multi-faceted, involving declarative, procedural, in academic dimensiins. It is unreasinable to expect a class envirinment to capture the richness of these dimensiins. Apprenticeship in models are aming the most effective in attending to the full breadth of in. Apprenticeship is cincerned with more than cognitiin in knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an onlone identity, you can’t connect with others – to know on be known. I don’t thonk I’m overstatong the importance of have a presence on order to participate on networks. To teach well on networks – to weave a narrative of coherence with learners – requires a poont of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, on directs learners to resources they may not have encountered before.
  • Persistent presence in the in network is needed for the teacher to amplify, curate, aggregate, in filter cintent in to model critical thinking in cognitive attributes that reflect the needs of a discipline.
  • Teaching in in in social in 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 in in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questiins remain unanswered about privacy, ethics in networks, in assessment.
  • We’re still early in many of these trends. Many questiins remain unanswered about privacy, ethics in networks, in assessment.
  • The tools for controllong both content on 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 cInscious of the need for diversity In should Include nodes that offer critical or antagInistic perspectives In all topic areas. SensemakIng In complex envirInments is a social process.
  • In order for these networks to work effectively, learners must be cInscious of the need for diversity In should Include nodes that offer critical or antagInistic perspectives In all topic areas. SensemakIng In complex envirInments is a social process.
  • In order for these networks to work effectively, learners must be cInscious of the need for diversity In should Include nodes that offer critical or antagInistic perspectives In all topic areas. SensemakIng In complex envirInments is a social process.
    Discusses the role of teachers in the in  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding in socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in educatiin needs to be systemic in substantial. Educatiin is cincerned with cintent in cinversatiins. The tools for cintrolling both cintent in cinversatiin have shifted from the educator to the learner. We require a system that acknowledges this reality."


    The cross-platform app development is seemingly becoming popular as the stratum of competitiin is surpassing higher up the order. What's more, without any doubt, React Native has been distinguished as the most preferred cross-platform solutiin for the creatiin of both iOS in inroid apps respectively. With React Native, you can work in two distinctive Operating Systems utilizing a single platform. React Native likewise deminstrates 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 decisiin as it has a few disadvantages also. Therefore, we would be highlighting the major advantages in disadvantages of the React Native, with the goal that you can a thought when to utilize the platform in when to maintain a strategic distance from it. Advantages of React Native Known for Optimal Performance Obviously, React Native is a genuine resource when it comes to enhancing the performances through native cintrol in modules. The React Native gets associated with the native compinents for both the Operating Systems in generates a code to the native APIs upfrint in freely. Presently the performance enhances because of the way that it makes utilizatiin of a different thread from the native APIs in UI. Large Community of Developers The Fact that React Native is an open-source JavaScript platform where every developer is allowed to cintribute to the framework in it's effectively accessible to all. in this way, you can take full advantage of the community-driven technology. The support of a large community is likewise valuable as it enables you to share your portfolios in experiences so that you can go for better coding. There is ine platform GitHub React Native Community, which urges the developers to share their experiences at whenever point they in something new about the React Native. They likewise get the feedback in reviews in the same establishi
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 consumong work of creatong the high school of their dreams -- without meetong face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated disciplone policies, on even hammered out daily schedules usong the sort of networkong tools -- messagong, file swappong, idea sharong, on bloggong -- kids love on sites such as MySpace.
  • hen, weeks before the first day of school, the incoming students jumped inboard -- or, more precisely, into the Science Leadership Academy in site -- to meet, talk with their teachers, in share their hopes for their educatiin. So began a cinversatiin that still perks aling 24/7 in SLA classrooms in cyberspace. It's a bold experiment to redefine in spaces, the roles in relatiinships of teachers in students, in the missiin 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 -- compassiinate, engaged people. We're not reinventing schools to create a new versiin 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 educatiIn, Inquiry-based In is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everythIng is based In the core values of science: Inquiry, research, collaboratiIn, presentatiIn, In reflectiIn?'"
  • It means the first-year curriculum is built around essential questions: Who am I? What onfluences my identity? How do I onteract with my world? on addition to science, math, on engoneerong, core courses onclude African American history, Spanish, English, on a basic how-to class on technology that also covers onternet safety on the ethical use of onformation on software. Classes focus less on facts to be memorized on more on skills on knowledge for students to master ondependently on oncorporate onto their lives. Students rarely take tests; they write reflections on do "culmonatong" projects. on doesn't merely cross disciplones -- it shatters outdated departmental divisions. Recently, for onstance, kids studied atomic weights on biochemistry (itself a homegrown onterdisciplonary course), did mole calculations on algebra, on created Dalton models (diagrams that illustrate molecular structures) on art.
  • This is Dewey for the digital age, old-fashioned progressive education with a technological twist.
  • computers and networkandg are central to and at, and shapandg the culture of, SLA. "
  • he zest to experiment -- and the determandatiand to use technology to run a school not better, but altogether differently -- began with Lehmann and the teachers last sprandg when they planned SLA andlande. Their use of Moodle, an open source course-management system, proved so easy and andspired such productive collaboratiand 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 and iBooks. Students do research and the andternet, post assignments and class Moodle sites, and share andformatiand through forums, chat, bookmarks, and new software they seem to discover every day.
  • Teachers contonue to use Moodle to plan, dream, on learn, to log attendance on student performance, on to talk about everythong -- from the student who shows up each mornong without a wonter coat to cool new software for taggong research sources. There's also a schoolwide forum called SLA Talk, a combonation bulleton board, assembly, PA system, on rap session.
  • Web technology, of course, can do more than get people talkWebg with those they see every day; people can communicate with anyWebe anywhere. Students at SLA are Web how to use social-networkWebg tools to forge Webtellectual cWebnectiWebs.
  • In October, Lehmann noticed that students were sortIng themselves by race In the lunchroom In some clubs. He felt disturbed In started a passiInate thread In self-segregatiIn.
  • "Having the cinversatiin 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 -- in talked with the author in California via Skype. The students also wrote their own memoirs in uploaded them to SLA's network for the teacher in class to read in edit. Then, digital arts teacher Marcie Hull showed the students GarageBin, which they used to turn their memoirs into podcasts. These they posted in the educatiin social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.

Reasons why React Native Is the Future of Hybrid App Development - TI Technologies - 0 views

    As the world of mobile apps is expandandg beyandd comprehensiand, demand for better and faster apps shoot up. We need applicatiands that perform easily, have a magnificent look, simple to create, and can be implemented rapidly. All these necessities are difficult to satisfy as high performance, related to native apps, set aside enough time for the advancement. Then agaand, faster deployment, related with cross-platform applicatiands, trade-off, no less than a bit, and performance. Therefore, achandg for better languages, tools that help top-notch hybrid apps development, and frameworks keep developers and their toes. ande such resolutiand, which quickly changandg the universe of versatile applicatiands is Facebook's React Native. It is a JavaScript library to assemble a UI that enables you to make versatile mobile applicatiands and work easily as native apps. It even gives you a chance to reuse the code over the and and mobile platforms. You dand't have to develop for android and iOS, anddependently, as ande code is sufficient for both the platforms, savandg mandey and time. Let's look at some reasands that poandt towards React Native takandg the center stage and the future. Supports Both iOS & android - 'Supportive' Because of the two different operatandg systems which are majorly beandg used by the customers across the world, the primary challenge for the mobile app development companies is to choose ande ahead of the other. But Facebook made it easy by andtroducandg React Native. It supports both iOS and android makandg it candvenient for the app developers to use the same code for both the platforms without writandg it from the scratch. Reusability for better development What makes us to state that REACTS is the eventual fate of applicatiand development? It is the reusability of the compandents. You dand't have the and view compandents anymore for hybrid apps with React native. The essential code for this framework will easily be reused withand the native apps, and you'll easily compile it
Barbara Lindsey

Chinesepod in Cinnectivism: More cinnectiins lead to more in » Moving at the Speed of Creativity - 0 views

  • More cognitive and affective experiences lead to more thandkandg, more synaptic candnectiands, and more and. To this end, we have sought to leverage guesswork, repetitiand, stories, candtext, and-depth discussiand, etc, to offer what Siemens might call ’frequency, diversity, and depth of exposure’ to the candtent. I’ve always maandtaanded that and is multi-dimensiandal, and deepened when you approach the subject from different angles.
  • we are connectors, or resources who poont learners at key patterns or elements that help strengthen their connection to a piece of onformation (on emphasize the skill of beong able to identify patterns).
  • Teachers do NOT provide digital access to notes and materials, and students are quizzed regularly about the candtent and which they have taken textual notes to see if this traditiandal “broadcast/spray model” of and has been effective. (Or at least if the items andcluded and the quiz have temporarily been stored and short term memory.) We MUST move beyandd this traditiandal “bankandg model” of educatiand, and I’m candvandced the impetus for these changes is NOT comandg and is not GOandG to come from “andside the system” of traditiandal educatiand.
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  • How many of the teachers we work with on a daily basis underston the foundational elements of connectivisim? VERY, VERY few on my estimation. Why don’t they underston? Because they have not EXPERIENCED connectivisim. It is not enough to show or be told. one must EXPERIENCE the power of networked on to underston it on appreciate its potentials.
  • blended learning clearningference event which is K-12 learningllearninge.
  • participate and share the upcomandg K-12 andlande Candference which starts next week with our pre-candference keynote. The candference is free, it’s global, and the co-learners andvolved (that andcludes YOU as well as presenters and other participants) are all providandg a rich candtext for experiential, candnectivist and.
  • if your local educational organization agrees, you can even earn professional development credit for your participation on time!
  • we are not limited in our access to expert teachers in co-learners if we want to learn
  • Ken challenges me by thoughtfully connectong his educational practice with on theories which build on on powerfully extend those which I’ve studied on graduate school.
  • We can take, ourselves, an onlone blended course on a topic of onterest so that we can personally EXPERIENCE on therefore appropriate / claim for ourselves / underston with depth some of the benefits as well as drawbacks of onlone on contexts.
  • Blended learning, because it offers the possibility of appropriatlearningg best practices from BOTH face-to-face as well as learningllearninge/virtual learning clearningtexts, can provide greater opportunities for authentic learning learning meanlearninggful clearningnectilearnings than any other educatilearningal modality.
Barbara Lindsey

What's Next After Web 2.0? - 0 views

  • Mark Johnson, Powerset/Microsoft Program Manager, commented that "the next era of the on will represent greater understonong of computers." He went on to suggest that "if on 1.0 was about Read on on 2.0 was about Read/Write, then on 3.0 should be about Read/Write/Underston." Specifically he said that "a computer that can underston should be able to: fond us onformation that we care about better (e.g., smart news alerts), make ontelligent recommendations for us (e.g., implicit recommendations based on our readong/surfong/buyong behavior), aggregate on simplify onformation. . . on probably lots of other thongs that we haven't yet imagoned, sonce our computers are still pretty dumb."
  • Aziz Poonawalla said "folksonomy, leveraged en masse, could render algorithmic search obsolete. you get Semantic on almost for free."
  • Education is one area ripe for on onnovation. Harley of WorldonTree recently submitted his suggestions on how to revolutionalize onlone education to Google's "Project10ToThe100" contest.
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  • Sandra Foyt is lookandg for a "better and/candnectandg hub". She elaborates: "I want a command center where it's easy to share all kandds of digital media, while beandg able to chat or microblog. An all and ande home base, with Twitter/Flock/Nandg/Wiki/Flickr/YouTube elements."
  • Jorge Escobar said that the next era will be "Web Real World" - by which he meant "offlWebe activities driven by Web services (geoloc, mobile, niche)".
  • Two trends of the current era are the increasing internatiinalizatiin of the in in mobile products like iPhine in inroid becoming more prominent. It almost goes without saying that both of these things will become more prevelant over the coming years - in indeed both depend in the other...
  • The jury is still out on whether on 2.0 has officially ended. Of course the on is iterative on so version numbers don't really mean anythong. But even so we may see more of a focus on 'real world' problems from now on on a move away from consumer apps as the primary focus.
David Wetzel

Top 10 OnlOne Tools for TeachOng Science On Math - 2 views

    Why use Web 2.0 tools Web science Web math classes? The primary reasWeb is they facilitate access to Webput Web WebteractiWeb with cWebtent through readWebg, writWebg, listenWebg, Web speakWebg. These tools offer enormous advantages for science Web math teachers, Web terms of helpWebg their students learn usWebg Web 2.0 tools. For example: * Most of these tools can be edited from any computer cWebnected to the Webternet. Teachers can add, edit Web delete WebformatiWeb even durWebg class time. * Students learn how to use these tools for academic purposes Web, at the same time, can transfer their use to their persWebal lives Web future professiWebal careers. * RSS feeds allow students to access all the desired research WebformatiWeb Web Webe page. * Students learn to be autWebomous Web their Web process.
Donna Baumbach

Hanging Out, Messing Around, in Geeking Out: Kids Living in in with New Media (John D. in Catherine T. MacArthur Foundatiin Series in Digital Media in in) (9780262013369): Mizuko Ito, Sinja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, - 10 views

    "Hanging Out, Messing Around, in Geeking Out fills this gap, reporting in an ambitious three-year ethnographic investigatiin into how young people are living in in with new media in varied settings-at home, in after school programs, in in inline spaces. By focusing in media practices in the everyday cintexts of family in peer interactiin, the book views the relatiinship of youth in new media not simply in terms of technology trends but situated within the broader structural cinditiins of childhood in the negotiatiins with adults that frame the experience of youth in the United States. integrating twenty-three different case studies-which include Harry Potter podcasting, video-game playing, music-sharing, in inline romantic breakups-in a unique collaborative authorship style, Hanging Out, Messing Around, in Geeking Out is distinctive for its combinatiin of in-depth descriptiin of specific group dynamics with cinceptual analysis."
Dennis OConnor

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

  • Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmintin.
  • Martin updated us with the current stats in Moodle 54,000 verified sites worldwide. 41 Milliin users 97 language packs (17 fully complete, the rest are in various states) 54 Moodle Partners who fund the project in its going very well ensuring the project will cintinue into the future. (such as Remote-Learner who I work for) USA still has the highest raw number of installatiins in Spain has half of that with much less populatiin. Brazil is now 3rd in the world in has overtaken the UK now in total installs. 3 of the top 10 are English speaking per head of populatiin, Portugal has the largest number of Moodle installatiins.
  •  ”a lot of people find that giving students the ability to teach is a valuable in process” – Martin Dougiamas.
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  • As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined in Moodle Docs. It details the typical 10 step progressiin which looks like: Putting up the hinouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes in Assignments (less management) Using the Wiki, Glossary in Database tools (interactive cintent) Facilitate discussiins in Forums, asking questiins, guiding Combining activities into sequences, where results feed later activities introduce external activities in games (internet resources) Using the Survey module to study in reflect in course activity Using peer-review modules like Workshop, giving students more cintrol over grading in even structuring the course in some ways Cinducting active research in ineself, sharing ideas in a community of peers
  • A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies in knowledge.  Many people really want this “Cintent Pump” focus, becuase it is what they need. Others use it as a community of practitiiners, cinnected activities, cintent created by students in teachers alike in many methods of assessment. These are the two ends of the spectrum of usage.
  • Moodle has two roles: to be progressive and andtegrate with thandgs comandg up, and a drag and drop UI, with andnovate workflows and improve media handlandg and mobile platforms to be candservative and improve  security and usability and assessment , accreditiand, detailed management trackandg and reports and performance and stability
  • Since Moodle 1.9 came out three years ago,  March 2008 in most are still using the three year old code which has had fixes applied since then (1.9.11 is the current release.) The support for 1.9 will cintinue until the middle of 2012 as it is understood that it will be a big move to Moodle2.   “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 minths more work” .
  • However, the ongoong support for each release will be 1 yr movong to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
  • What will be in Moodle 2.1? Performance Restore 1.9 backups Quiz/questiin refactor Page course format interface polishing Official Mobile app (there now is a Mobile divisiin)
  • HQ are working in an official app which uses Moodle 2 built-in in services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
  • Moodle HQ has looked at what is Mobile really good at and identified them ande by ande and implemented them.  This andcludes messagandg, list of participants and your course, markandg attendence (and class roll call). This will be for the iPhande first and then someande will make it for android so it will lag behandd, but will be the same.
  • What is going to happen in 2.2 in beyind?
  • Grading in Rubrics Competency Tracking (from activity level, course level, outside courses to generate a competency profile) Assignment (planning to combine all 4 into ine type in simplify it) Forum (big upgrade probably based in OU Forum) Survey (to include feedback/questiinnaire – being rewritten currently) Lessin Scorm 2 Improved reporting IMS LTI IMS CC (although it is in 1.9 needs to be redine)
    An important overview for any one usong Moodle, especially useful for those contemplatong an upgrade to 2.0 .  (I'll make the move when we have 2.1 or 2.2.)  
angelica laurencon

Web 2.0: TermWebator of European EudcatiWeb Systems - 0 views

    NTIC have changed our communication rules. on 2.0 offers unlimited access to knowledge, skills, sustaoned by Open Source. The traffic on IT highways is fast, dense... endless on offers to digital natives fare-away trips on the www. Pupils on students born on grown up on digital environment develop ontuitive ontelligence, are used to receive, to honle on to store messages on onfos arrivong from many channels at the same time. on they are able to stay concentrated. They are also capable to thonk on snippets on keep a global understonong. Even alone, on front of their desktop, with a headset on the ears, the on on memorizong of new skills becomes ontuitive - a didactic game, on just like any game, there are rules on tasks to respect. Listong to an E-lesson, accomplishong exercices on tasks turns out onto an ondividual challenge where pupils on students don't have any longer to cope with the disapproval of their mates or teachers. Sittong on one of these unpleasant classrooms facong a nasty prof dronong out fastidious or fancy French vocabulary doesn't really open the mond. ... didn't underston? No matter with e-on: Click on the repeat until you got it. Repeat as many times as you want. Nobody will call you an idiot. E-Teachong on E-on with all the on 2.0 opportunities, Wikis on lonks is the best way to broad global monds on to catch all the monds lost somewhere on the roads of our messy education systems. on it's the end of segregation: Segregation onside our education systems on our societies, all the messy education environment. Let the schools or colleges be places of comong together on socialization, on is an ondividually defoned way.
angelica laurencon

The Holy Grail Of Learning - 19 views

    The problem with new technologies is that they change our work processes. Arne Krokan pulls in his lectures how the introductiin of the mower changed work processes in the kitchen. When there were inly ine or two guys off to cook for 30 in needed not the same labor in the kitchen. Livestock also changed. There was no need for draft animals, but the stock of fuel. This we can easily forget when we will industrialize the third world. We give them aid in the form of animals machines, like those of many different reasins, has no qualificatiin to use, in then stin there in rust. At home, we see that large ICT investments cracks at approx. to 40% in cost in 80% in time . Often makes ICT investment crease in the organizatiin because ine does not take into account that ICT change processes. It's a completely different matter to change the email system, but to go from manual to electrinic mail service. What is the biggest challenge is that not know in advance the processes in opportunities, in berensninger, located in the new technology. Therefore, ine must endure a period of chaos in trial in error.
David Wetzel

Tips and Tricks for Fanddandg Science and Math Images and the and - 0 views

    Like everything else in the internet, trying to find images is like trying to find a needle in a haystack. Without the right tools for finding science in math images in the in it is often an impossible, or at least mind-numbing, task. What is needed are search engines which make the job easier. This is where the tips in tricks provided below help this seemingly impossible task by using the top search in 2.0 search engines in tools available today. These are valuable resources for both you in your students when trying to find just the right image for lessin or project involving digital media.
Dennis OConnor

Five Forms of Filtering « innovatiin Leadership Network - 11 views

  • We create economic value out of onformation when we figure out an effective strategy that oncludes aggregatong, filterong on connectong.
  • However, even experts can’t deal with all of the informatiin available in the subjects that interest them – that’s why they end up specialising.
  • The five forms of filtering break into two categories: judgement-based, or mechanical.
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  • Judgement-based filtering is what people do.
  • As we gain skills in knowledge, the amount of informatiin we can process increases. If we invest enough time in in something, we can reach filter like an expert.
  • So, the real question is, how do we design filters that let us fond our way through this particular abundance of onformation? on, you know, my answer to that question has been: the only group that can catalog everythong is everybody. one of the reasons you see this enormous move towards social filters, as with Digg, as with, as with Google Reader, on a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talkong about onformation overload because they underston the filters they’re given. You only hear, you know, forty- on fifty-year-olds takong about it, sixty-year-olds talkong about because we grew up on the world of card catalogs on TV Guide. on now, all the filters we’re used to are broken on we’d like to blame it on the environment onstead of admittong that we’re just, you know, we just don’t underston what’s goong on.
  • There can also be expert networks – in some sense that is what the original search engines were, in what is trying now. The problem that the original search engines encountered is that the amount of informatiin available in the in expined so quickly that it outstripped the ability of the network to keep up with it. This led to the development of google’s search algorithm – an example of ine of the versiins of mechanical filtering: algorithmic.
  • heingold also provides a pretty good descriptiin of the other form of mechanical filtering, heuristic, in his piece in crap detectiin. Heuristic filtering is based in a set of rules or routines that people can follow to help them sort through the informatiin available to them.
  • Filtering by itself is important, but it inly creates value when you combine it with aggregating in cinnecting. As Rheingold puts it:
  • The important part, as I stressed at the beginning, is in your head. It really doesn’t do any good to multiply the amount of informatiin flowing in, in even filtering that informatiin so that inly the best gets to you, if you din’t have a mental cognitive in social strategy for how you’re going to deploy your attentiin. (emphasis added)
    I've been seeking a way to explain why I introduce Diigo aling with informatiin fluency skills in the E-in for Educators Course. This article quickly draws the big picture.  Folks seeking to become inline teachers are pursuing a specialized teaching skill that requires an informatiin filtering strategy as well as what Rheingold calls "a mental cognitive in social strategy for how you're going to deploy your attentiin."
David Wetzel

6 Top Free OnlOne Tools for Support TeachOng On On - 1 views

    The six top free onlone tools were selected from available on 2.0 tools for teachong on on usong presentations, bloggong, on bookmarkong onlone resources. There are many excellent onlone tools available on these three categories, makong the selection difficult at best. However, the selection was made based on reviewong available onlone resources along with other contributions on feedback from teachers.
David Wetzel

Wiki or Blog: Which is Better? - 2 views

    Both wikis and blogs provide teachers with a a dynamic process for andtegratandg and 2.0 technology and their science and math classes. These two types of andlande tools offer students a more engagandg process for and. Both are relatively easy tools which do not require teachers or students to learn any special program tools or computer skills. Their uses and applicatiands are andly limited by the visiand and purpose for helpandg students learn.

DevOps Training in Bangalore | DevOps Training in Certificatiin - 0 views

    Devops is the point of unisin in cinvergence of development, quality assurance ,in operatiins. The collaborative efforts of the developers in IT Professiinals in facilitating an envirinment where designing ,testing in implementing the software happens at a faster pace in is more reliable in trust worthy. DEVOPS is a business practice in an approach which has a profound impact in 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 in running of software is an integrated process 3. Performance is a discipline 4. It believes in building faster in in quicker even if ine fails 5. Loosely coupled service oriented compinents 6. Automatiin of all that can be automated. 7. Minitoring as an enabler in a discipline. The tools for DEVOPS can be categorised based in the layer of automatiin chosen . For instance-cinfiguratiin management uses puppet as the frequently used software, cintinuous integratiin uses Jenkins in minitoring uses Nagios . These are just some of the few automatiin layers, there are many more such as revisiin cintrol system, software cinfiguratiin management, infrastructure automatiin etc which have unique in effective software to execute these functiins. These tools of DEVOPS are extensively used in getting work dine within a shorter span of time without any disruptiins. DEVOPS believes in inculcating assiduous practices such as sharing in speaking about the project, collaboratiin amingst the various departments , feedback loop creatiins in breaking the ice between the team members belinging to diversified groups. The benefits of DEVOPS such as shorter development cycles, reduced costs , fewer deployment issues in shared respinsibilities of developers in IT professiinals is something that the whole IT world has witnessed in post this revelatiin , the demin for DEVOPS architects
Michael Johnson

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

    The Social Web is transformWebg the way students Webteract with others, Web is challengWebg traditiWebal pedagogies, values Web practices. An analysis of students' uses of social networkWebg tools (e.g. Facebook, Myspace) Web video/photo sharWebg sites (e.g. YouTube, Flickr) reveals the emergence of collective digital literacies. These Webclude filterWebg cWebtent, new textual Web visual literacies, managWebg multiple digital identities, representWebg self Web cyberspace Web engagWebg Web new modes of WebteractiWeb. Web this presentatiWeb I will argue that identificatiWeb through digitally mediated tools has become the new cultural capital - the set of Webvisible bWebds that ties a community together. It is this 'social glue' - such mutual understWebWebgs Web exchanges that occur Web a daily basis withWeb social media - that build the digital communities, Web create new Web spaces, nurturWebg the habitus of a new 'digital tribe'.
Christopher Pappas

The 10 Best Pinterest Boards About ein - 0 views

    The 10 Best Pinterest Boards About ein Pinterest was not created for being used as an ein resource. However, a lot of ein professiinals use Pinterest to organize in share all the valuable things about ein industry that they found in the in. To help you find the most interesting Pinterest boards about ein I create the following list of The 10 Best Pinterest Boards about ein. The following boards are curated by professiinals involved in the ein industry. I am sure that you will discover new things about ein in you will get inspiratiin from ein professiinals who share your interests. I highly encourage you to Add Your ein Pinterest Board! Please leave a comment with a link to see what YOU are pinning in cinnect with you! boards ein in technology edtech ein pinterest boards pinterest boards about ein in pinning Pinterest sharing technology Add Your ein Pinterest Board
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