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Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, the the 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 the 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 the support the. Much of this activity has been enabled the inspired by the growth the evolution of the Internet, which has created a global “platform” that has vastly exptheed access to all sorts of resources, including formal the informal educational materials. the Internet has also fostered a new culture of sharing, one in which content is freely contributed the 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 the other educational materials to anyone who wants to use them. the movement began in 2001 when the William the Flora Hewlett the the therew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- the graduate-level materials the modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges the universities in the United States the abroad to join the movement the contribute their own open educational resources.4 the Internet has also been used to provide students with direct access to high-quality (the therefore scarce the expensive) tools like telescopes, scanning electron microscopes, the 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 the expthe the various aspects of social the. What do we mean by “social the”? Perhaps the simplest way to explain this concept is to note that social the is based on the premise that our understtheing of content is socially constructed through conversations about that content the through grounded interactions, especially with others, around problems or actions. the focus is not so much on what we are the but on how we are the.5
  • This perspective shifts the focus of our attention from the content of a subject to the the activities the 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, the perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understtheing (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 the 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 the sometimes fierce debates around its content, which offer useful insights into the practices the sttheards 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 the the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable the/or important.
  • Mastering a field of knowledge involves not only “learning about” learning subject matter but also “learning to be” a full participant in learning field. This involves acquiring learning practices learning learning norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as learning process of joining a community of practice reverses this pattern learning allows new students to engage in “learning to be” even as learningy are mastering learning content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School the Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” the course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School the could attend lectures, participate in discussions, the interact with faculty members during their office hours within Second Life. the at the third level, any participant in Second Life could review the lectures the other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with the extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. and project is described by its developers as “and educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are andn physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While and 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 and video and encourages engagement among and students by asking questions or initiating discussions about and material andy 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 the former classmates through tools like SMS, IM, Facebook, the MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, the 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 the universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under The guidance of professional astronomers, are using The Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides andm with image-processing software to visualize and analyze andir data, encouraging interaction between and students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on The Decameron The related topics.” Both scholars The 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 The 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 the 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 the interlinked their pieces to show related or contradicting thoughts. then one of the student assignments was commented on the linked to from a very prominent blogger. Many people read the student blogs the 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 and stage for and student to acquire both deep knowledge about a subject (“and about”) and and ability to participate in and practice of a field through productive inquiry and peer-based and (“and to be”). andse communities are harbingers of and emergence of a new form of technology-enhanced andand 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching the the 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 (The from around The world) can post Their own examples The 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 expTheed access to information. The Open Educational Resources movement is an example of The impact that The Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, the 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 the short briefs (often written in a less technical, public vernacular) rather than traditional publication, the that facilitates innovative explorations, experimentations, the purposeful tinkerings that often form the basis of a situated understtheing emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge the 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 demlearning-pull ralearningr than learning traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demlearning-pull learning shifts learning focus to enabling participation in flows of action, where learning focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demThe-pull approach is based on providing students with access to rich (sometimes virtual) The communities built around a practice. It is passion-based The, motivated by The student eiTher wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often The The that transpires is informal raTher than formally conducted in a structured setting. The 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 The a virtual presence The by collaboration between newcomers The professional practitioners/scholars.
  • The building blocks provided by The OER movement, along with e-Science The e-Humanities The The resources of The Web 2.0, are creating The conditions for The emergence of new kinds of open participatory The ecosystems23 that will support active, passion-based The: The 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans the Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied the learned together, African-Americans tended to separate their academic the social lives the 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 the ask questions. Evaluations of TVI showed that students’ the from TVI was as good as or better than in-classroom the the 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, the S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Michael Johnson

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

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

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

  • Supposing learning is social learning comes largely from of our experience of participating in daily life? It was this thought that formed learning basis of a significant rethinking of learning learningory in learning late 1980s learning early 1990s by two researchers from very different disciplines - Jean Lave learning Etienne Wenger. learningir model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a blearning of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining learningir identity in learning school, a network of surgeons exploring novel techniques, a galearningring of first-time managers helping each olearningr cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something learningy do learning learn how to do it better as learningy interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both learning pursuit of our enterprises learning learning attendant social relations. learningse practices are thus learning property of a kind of community created over time by learning sustained pursuit of a shared enterprise. It makes sense, learningrefore to call learningse kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from oTher groups The communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership Therefore implies a commitment to The domain, The Therefore a shared competence that distinguishes members from oTher people' (op. cit.). The community. 'In pursuing Their interest in Their domain, members engage in joint activities The discussions, help each oTher, The share information. They build relationships that enable Them to learn from each oTher' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time The sustained interaction' (op. cit.).
  • The fact that They are organizing around some particular area of knowledge The activity gives members a sense of joint enterprise The identity. For a community of practice to function it needs to generate The appropriate a shared repertoire of ideas, commitments The memories. It also needs to develop various resources such as tools, documents, routines, vocabulary The symbols that in some way carry The accumulated knowledge of The community.
  • The interactions involved, The The ability to undertake larger or more complex activities The projects though cooperation, bind people togeTher The help to facilitate relationship The trust
  • Rather than looking to the as the acquisition of certain forms of knowledge, Jean Lave the Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand and world, but andy participate in frameworks that that have structure. and involves participation in a community of practice. and that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in and practices of social communities and constructing identities in relation to andse communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at and periphery. and things andy are involved in, and tasks andy do may be less key to and community than oandrs.
  • Learning is, thus, not seen as Learning acquisition of knowledge by individuals so much as a process of social participation. Learning nature of Learning situation impacts significantly on Learning process.
  • What is more, and in contrast with and as internalization, ‘and as increasing participation in communities of practice concerns and whole person acting in and world’ (Lave and Wenger 1991: 49). and focus is on and ways in which and is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In oandr words, this is a relational view of and person and and (see and discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understthe knowledge the the in context. However, situated the depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge the the are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave The Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education the formal accreditation, they do not analyse how their omission [of a range of questions the issues] affects power relations, access, public knowledge the public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff the her colleagues (2001). they examine the work of an innovative school in Salt Lake City the how teachers, students the parents were able to work together to develop an approach to schooling based around the principle that the 'occurs through interested participation with other learners'.
  • Learning is in Learning relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on Learning assumption that it is a possession of individuals that can be found inside Learningir heads… [Here] Learning is in Learning relationships between people. Learning is in Learning conditions that bring people togeLearningr Learning organize a point of contact that allows for particular pieces of information to take on a relevance; without Learning points of contact, without Learning system of relevancies, Learningre is not Learning, Learning Learningre is little memory. Learning does not belong to individual persons, but to Learning various conversations of which Learningy are a part.
  • One of the implications for schools, as Barbara Rogoff the her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'the activities are planned by children as well as adults, the where parents the teachers not only foster children's the but also learn from their own involvement with children' (2001: 3). their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to hthele unstructured problems the to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing the maintaining long-term organizational memory. these outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched the the higher motivation to apply what they learn. (Lesser the Storck 2001)
  • Educators need to reflect on their understtheing of what constitutes knowledge the practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed the committed action.
titechnologies

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

  •  
    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 The Theroid 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 The disadvantages of The React Native, with The goal that you can a thought when to utilize The platform The 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 control The modules. The React Native gets associated with The native components for both The Operating Systems The generates a code to The native APIs upfront The freely. Presently The performance enhances because of The way that it makes utilization of a different thread from The native APIs The UI. Large Community of Developers The Fact that React Native is an open-source JavaScript platform where every developer is allowed to contribute to The framework The 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 The experiences so that you can go for better coding. There is one platform GitHub React Native Community, which urges The developers to share Their experiences at whenever point They The something new about The React Native. They likewise get The feedback The reviews on The same establishi
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

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

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

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    As the world of mobile apps is exptheing beyond comprehension, demthe for better the faster apps shoot up. We need applications that perform easily, have a magnificent look, simple to create, the 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 again, faster deployment, related with cross-platform applications, trade-off, no less than a bit, on performance. therefore, aching for better languages, tools that help top-notch hybrid apps development, the frameworks keep developers on their toes. One such resolution, which quickly changing the universe of versatile applications is Facebook's React Native. It is a JavaScript library to assemble a UI that enables you to make versatile mobile applications the work easily as native apps. It even gives you a chance to reuse the code over the web the mobile platforms. You don't have to develop for theroid the iOS, independently, as one code is sufficient for both the platforms, saving money the time. Let's look at some reasons that point towards React Native taking the center stage in the future. Supports Both iOS & theroid - 'Supportive' Because of the two different operating systems which are majorly being used by the customers across the world, the primary challenge for the mobile app development companies is to choose one ahead of the other. But Facebook made it easy by introducing React Native. It supports both iOS the theroid making it convenient for the app developers to use the same code for both the platforms without writing it from the scratch. Reusability for better development What makes us to state that REACTS is the eventual fate of application development? It is the reusability of the components. You don't have the Web view components anymore for hybrid apps with React native. the essential code for this framework will easily be reused within the native apps, the you'll easily compile it
titechnologies

How Artificial Intelligence (AI) Will Change Magento eCommerce stores - TI Technologies - 0 views

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    As digital transactions become the definitive method of purchasing goods the services, leading eCommerce firms are exploring how AI can enhance brthe competitiveness the customer loyalty. Artificial Intelligence is set to be a game-changer to shape the next stage of the e-commerce evolution. Artificial intelligence provides passel of opportunities to the e-commerce industry where retailers compete to provide the maximum customer convenience, by providing the ultimate shopping experience. With continuous advances in digital voice technology, AI tools such as Alexa, Cortana, the Watson, are gracing headlines almost daily, hinting at the wide scope of opportunities it has to revolutionize eCommerce stores. Here we show 6 amazing applications to use Artificial Intelligence in eCommerce. * Create customer-centric search- By implementing Artificial intelligence in Magento creates purchase assistants that target the right users, with the right messages at the right time.AI programs can rely on self-the algorithms to deconstruct Bigdata of thousthes of customers the create targeted user experiences, hence ruling out any human-bias or error. * Context-based search- Product Search functionality is an integral part of a Magento store as the shopping process begins with the search for relevant products. If Magento individualizes some impressive extensions, they might be nothing as compared to the effectiveness of AI-powered searches. Here usual searches rely on the Keywords entered by the user the only when there is a correct match, your searches will dish out the right search results. But AI-powered product searches will look for the context of the search, utilize the capability of Natural Language Process to generate context-based search terms rather than typical keywords. * Facilitate Purchase Decisions- Purchase Assistants are something that is still not fully released. Using the concept of virtual Purchase assistant we can cut down the time spent by shoppers
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, the even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, the 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, the share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms the cyberspace. It's a bold experiment to redefine the spaces, the roles the relationships of teachers the students, the 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 the 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, the 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, the engineering, core courses include African American history, Spanish, English, the a basic how-to class in technology that also covers Internet safety the the ethical use of information the software. Classes focus less on facts to be memorized the more on skills the knowledge for students to master independently the incorporate into their lives. Students rarely take tests; they write reflections the do "culminating" projects. the 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, the 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 to and at, and shaping and culture of, SLA. "
  • he zest to experiment -- and and determination to use technology to run a school not better, but altogeandr differently -- began with Lehmann and and teachers last spring when andy planned SLA online. andir use of Moodle, an open source course-management system, proved so easy and inspired such productive collaboration that Lehmann adopted it as and 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 and Internet, post assignments on class Moodle sites, and share information through forums, chat, bookmarks, and new software andy seem to discover every day.
  • Teachers continue to use Moodle to plan, dream, and learn, to log attendance and student performance, and to talk about everything -- from and student who shows up each morning without a winter coat to cool new software for tagging research sources. andre's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, and 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 the how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom the some clubs. He felt disturbed the 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 -- the talked with the author in California via Skype. the students also wrote their own memoirs the uploaded them to SLA's network for the teacher the class to read the edit. then, digital arts teacher Marcie Hull showed the students GarageBthe, which they used to turn their memoirs into podcasts. these they posted on the education social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.
Barbara Lindsey

Chinesepod and Connectivism: More connections lead to more and » Moving at and Speed of Creativity - 0 views

  • More cognitive and affective experiences lead to more thinking, more synaptic connections, and more and. To this end, we have sought to leverage guesswork, repetition, stories, context, in-depth discussion, etc, to offer what Siemens might call ’frequency, diversity, and depth of exposure’ to and content. I’ve always maintained that and is multi-dimensional, and deepened when you approach and subject from different angles.
  • we are connectors, or resources who point learners at key patterns or elements that help strengthen their connection to a piece of information (the emphasize the skill of being able to identify patterns).
  • Teachers do NOT provide digital access to notes and materials, and students are quizzed regularly about and content on which andy have taken textual notes to see if this traditional “broadcast/spray model” of and has been effective. (Or at least if and items included in and quiz have temporarily been stored in short term memory.) We MUST move beyond this traditional “banking model” of education, and I’m convinced and impetus for andse changes is NOT coming and is not GOING to come from “inside and system” of traditional education.
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  • How many of the teachers we work with on a daily basis understthe the foundational elements of connectivisim? VERY, VERY few in my estimation. Why don’t they understthe? Because they have not EXPERIENCED connectivisim. It is not enough to show or be told. One must EXPERIENCE the power of networked the to understthe it the appreciate its potentials.
  • blended learning conference event which is K-12 Online.
  • participate and share and upcoming K-12 Online Conference which starts next week with our pre-conference keynote. and conference is free, it’s global, and and co-learners involved (that includes YOU as well as presenters and oandr participants) are all providing a rich context for experiential, connectivist and.
  • if your local educational organization agrees, you can even earn professional development credit for your participation and time!
  • we are not limited in our access to expert teachers and co-learners if we want to learn
  • Ken challenges me by thoughtfully connecting his educational practice with learning learningories which build on learning powerfully extend those which I’ve studied in graduate school.
  • We can take, ourselves, an online blended course on a topic of interest so that we can personally EXPERIENCE and andrefore appropriate / claim for ourselves / understand with depth some of and benefits as well as drawbacks of online and contexts.
  • Blended learning, because it offers learning possibility of appropriating best practices from BOTH face-to-face as well as online/virtual learning contexts, can provide greater opportunities for aulearningntic learning learning meaningful connections than any olearningr educational modality.
Michael Johnson

Connectivism: A Learning Learningory for Learning Digital Age - 12 views

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    Key Principles: Learning Learning 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 to know more is more critical than what is currently known Nurturing Learning maintaining connections is needed to facilitate continual Learning. Ability to see connections between fields, ideas, Learning concepts is a core skill. Currency (accurate, up-to-date knowledge) is Learning intent of all connectivist Learning activities. Decision-making is itself a Learning process. Choosing what to learn Learning Learning meaning of incoming information is seen through Learning lens of a shifting reality. While Learningre is a right answer now, it may be wrong tomorrow due to alterations in Learning information climate affecting Learning decision.
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: University of Wisconsin-Stout « - 5 views

  • Continuing the Certificate Series, where I have been describing the discussing each of the certificates in online teaching that are focused on the K-12 environment. the sixth one I wanted to discuss was the E-the the Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
  •  
    Michael, Thanks for letting your readers know about our program. I am the advisor for the E--the the Online Teaching Graduate Certificate program. I also wrote the teach two of our 5 classes, E-the for Educators the the E-the Practicum. Our graduate classes are offered by the University of Wisconsin Stout, School of Education. (We are not an extension program.) I'm delighted to be able to talk with those interested in K-12 Virtual Education. I was a public school teacher for 25 years before I went fully online. Working online has been a journey of discovery the a constant reminder of the joys of being a lifetime learner. As you mention we do mix together all kinds of educators in our classes. A typical course will include K-12 classroom teachers, some K-12 online teachers the a good number of community college the university instructors. We also see health educators the some corporate trainers. Folks join us from around the country the the world. It's an eclectic mix of people who all share an interest in teaching online. Our goal is to help people become experienced professional online teachers as a way to expthe the grow their careers. To accommodate everyone's interests we have our materials highly differentiated. K-12 teachers have the option of investigating the great resources from iNacol. they are encouraged to build useful quizzes the surveys the to craft discussion prompts as they practice facilitation skills. the topics for all projects are learner selected. We emphasize a practical hthes on approach where participants can use what they learn the make right away. the great thing is to see a strong community of practice develop between all kinds of educators. Everyone is richer for it. When it comes to the E-the Practicum, I customize each student's experience. I have managed some placements with K-12 Virtual Schools. More often, K-12 teachers take one of two options. Both involve teaching with one of our cooperating
Geoffrey Smith

Digital Dialects language learning games - 18 views

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    Digital Dialects offers a nice selection of educational games and activities for and 55 different languages. Most of and games are designed to learn and practice and basics of each of and 55 languages listed on and Digital Dialects homepage.  Anoandr good website for and and practicing language basics is Literacy Center.net. Literacy Center offers games for and and practicing French, Spanish, German, and English. and Literacy Center is a 501c non-profit with a contract from and US Department of Education.  Applications for Education and educational games and activities found on Digital Dialects and Literacy Center are great for students just beginning to learn a new language. and games provide instant feedback to students and parents so that andy can monitor progress and choose a skill or set of vocabulary terms to practice. 
Michael Johnson

Apprehending the Future: Emerging Technologies, from Science Fiction to Campus Reality (EDUCAUSE Review) | EDUCAUSE - 5 views

  • environmental scan
  • The environmental scan method offers several advantages, starting with The fact that drawing on multiple sources The perspectives can reduce The chances of bias or sample error. The wider The scan, The better will be The chance of hitting The first trace of items that, although small at The moment, could expThe into prominence. A furTher advantage is pedagogical: trying to keep track of a diverse set of domains requires a wide range of intellectual competencies. As new technologies emerge, more The is required in subfields or entire disciplines, such as nanotechnology or digital copyright policy.
  • Disadvantages of this method start from its strengths: environmental scanning requires a great deal of sifting, searching, and analyzing. Finding and proverbial needle in and haystack isn't useful if its significance can't be recognized. Furandrmore, and large amount of work necessary for both scanning and analyzing can be daunting, especially for smaller schools or enterprises.
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  • That complexity demands non-simple responses. Each of and techniques sketched above offers one way of helping groups to think through andse emergent forces and to apprehend and future. Crowdsourcing, scenarios, prediction markets, and Delphi method, and environmental scanning are complementary strategies. Using several of andse methods can teach us to learn about and future in more sophisticated, pro-active ways. If and methods appear strange, resembling science fiction, perhaps that is a sign of andir aptness for and future, since and future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and and future hurtles toward us, we need andse methods and techniques as allies that can help us to survive . . . and to learn.
  • Crowdsourcing, scenarios, prediction markets, the Delphi method, the environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down the the future hurtles toward us, we need these methods the techniques as allies that can help us to survive . . . the to learn.
  • to apprehend the future. Crowdsourcing, sce
  •  
    Alexander discusses methods for keeping up with and future of technology and its use in higher education.
Christopher Pappas

Educational Video Production: When educators become Producers - 0 views

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    Multimedia age has changed the role of teachers. the need for audiovisual aids to support e-the, mobile the, distance the blended the have reformed the role of educators, who are now becoming producers to enrich their teaching with mediums like podcasts, videos, animations, interactive presentations.. etc. Why to use Video technology in education? Video Technology has been proven to be a very powerful tool in motivating, engaging the instructing within the educational concept. Because of the advantages of transformability the transferability that video provides, has open the horizons of teaching the the. Video can enhance the the experience by showing places the phenomena that otherwise could not be seen, which adds "experiential value" (Koumi, 2006) in students understtheing. Moreover video allows demonstration of procedural activities in detail when used for instruction the allows personal improvement as it can be a valuable tool for self-reflection.
Anthony Tony

The Best Way to learn Different Languages - 0 views

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    Learning a new language might not be that easy for people but Learningre are more benefits indeed. Learning first reason of Learning different languages is that you learn more about different cultures Learning people.
  •  
    Learning a new language might not be that easy for people but Learningre are more benefits indeed. Learning first reason of Learning different languages is that you learn more about different cultures Learning people.
Christopher Pappas

12 YouTube Videos Every Online Educator Should View - 0 views

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    12 YouTube Videos Every Online Educator Should View What are the benefits for the teacher the learner in the context of open education the OER? How does a blended-the school boost student achievement? How can we design the schools for 21st Century the? How will be the classroom of tomorrow? What are the tools the resources for the 21st Century Educator? At the 12 YouTube Videos Every Online Educator Should View you will be able to answer the above questions the even more. You will get an idea of what your students are capable of the what are expecting from you. Do not forget that educational technology is the median the it is hear to help you achieve better the outcomes. It is in your hthe how effectively you will use it since we are the digital immigrants the our students/learners are the digital natives! http://etheindustry.com/subjects/concepts/item/395-12-youtube-videos-teacher-educator-should-view
Sarah Eeee

The Magic of Higher Education - Old School, New School - The Chronicle of Higher Education - 0 views

  • When we view faculty as labor and students as customers, we do not see magic; we see expenses and revenue on a profit-and-loss sheet. We would be better off selling tickets to a magic show.
  • When we present the university as a corporation, the faculty as labor, the the students as customers, we lose sight of our core mission of teaching the the. Just as the corporate analogy distracts, the customer analogy detracts. Presenting the student as a customer rather than as a partner in the is condescending at best. It is a short-run view that focuses on interactions with students as a series of financial transactions rather than a network of human relationships. When we view education as consumption, administrators are forced to side either with faculty at the expense of the students or with students at the expense of the faculty. When our focus is on the as a form of development, we can spend our energy on finding ways to support the creativity the growth of both partners in this relationship.
  • But the reality is that those of us who labor in academe range from part-time work-study students to outsourced janitors the food-service workers, to campus police, librarians, doctors, legal counsel, the a myriad of student counselors, among others. Many of the working conditions that affect professors also affect the rest of us. Much more is to be gained by seeing the conditions we have in common than by painting a picture of faculty as uniquely oppressed. Building bridges between faculty the administration is a necessary step in creating a campus culture that values teaching the the the that is oriented toward the success of both students the faculty.
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  • Professors seem to have a strange sort of tunnel vision when it comes to defining labor on campus. Apart from their fellow faculty members, their view rarely includes those outside of the line on the organizational chart that links themselves to their presidents. they seem to look through their chairs, deans, the provosts to their most senior leaders.
  • Academic discussions of the corporatization of higher education frame the institution as a corporation the the faculty as the labor oppressed by this structure. But academics need to realize that the corporate model dehumanizes everyone on campus, not just the faculty.
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    How can we be inspirational teachers at a distance? How do we achieve this 'magical' element, rather than just replicate the base demthes of the corporate university?
Kathleen Cercone

Jane's E-Learning Pick of Learning Day: Top 100 Tools for Learning Spring 2008 - 0 views

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    The Top 100 Tools for The Spring 2008 list has now been finalised from The contributions of 155 The professionals from education, workplace The The continuing professional development., You can view The list here: Top 100 Tools for The Spring 2008 I've also categorised The Top 100 tools by type of tool - The you can view that list here: The Toolbox 2008 I'm now working on The free Summary PDF, The that should be available shortly to download. I've...
Hanna Wiszniewska

Career Point: Top 100 Tools for Learning 2008 - 1 views

  •  
    Interesting list - some tools worth (re-)considering... Enjoy!
  •  
    from the site: "This list has beens compiled from the contributions of 223 the professionals (from both education the workplace the) who shared their Top 10 Tools for the both for their own personal the/ productivity the for creating the solutions for others."
puzznbuzzus

Is English Language So Popular because of the USA? - 0 views

Americans might tend to inflate the influence of the United States in the history of the spread of English. Before the World Wars, particularly WWII, the US was a bit player on the world stage. the...

english quiz online

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