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suggestmebetter

Top 6 famous food in India - 0 views

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    Hello guys, In this article we are going to share famous food in India .India's culture and diversity cannot be built into borders. And equally different is India's food. The Khamban of Gujarat or Rasgulla of Bengal, it has made its own city identity. Likewise, in some different cities of the country there is some eating street. Who has conveyed sweets to a new position. They are not just a street but they are the city of taste. Believe it these narrow streets are not less any heaven for foodie people. Because India is country where different different religion people lived .They all have different different taste of foods . That why we are sharing Top 6 famous food in India.
li li

Best round array Premiership: Manchester United Manchester City Arsenal missed a flying... - 0 views

Cardiff 0-0 home draw with Everton powerful, great tribute to the performance of goalkeeper Marshall in the game, he made three brilliant saves to secure Cardiff gates yet. Especially in the first ...

started by li li on 07 Sep 13 no follow-up yet
paritiwari900

99Infotube:Home Bank IFSC Code, MICR Codes, Address, All Bank Branches in India, for NEFT, RTGS, ECS, Area Zip Code Finder: 99Infotube.com - 0 views

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    Bank IFSC Code, MICR Codes, Address, All Bank Branches in India, for NEFT, RTGS, ECS, Area Zip Code, Find IFSC, MICR Codes, ifsc code sbi bank, ifsc code icici bank, search bank by ifsc code, ifsc code hdfc bank, ifsc code bank of baroda, ifsc code full form, ifsc code axis bank, ifsc code canara bank, Area Zip Code, City Zip Code, Zip code Of, Postal Zip Code (362 characters)
Clif Mims

Whyville! - 8 views

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    "Whyville is a virtual world geared for teen and pre-teen girls and boys. Whyville's millions of registered "citizens" come from all over to learn, create, and have fun together. Whyville is their world. Whyville has places to go, things to do, and of course, people to see. Whyville has its own newspaper, its own Senators, its own beach, museum, City Hall and town square, its own suburbia, and even its own economy - citizens earn "clams" by playing educational games. And much, much, much more!"
Cara Whitehead

Teacher Resources - 13 views

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    Did you know Spelling City offers more than just spelling practice? There's vocabulary and writing, too. Check us out http://bit.ly/c3xqWy
arunaraayala

Aleppo Residents, Rebel Fighters to Evacuate under Ceasefire Agreement | World News - 0 views

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    Civilians and rebel fighters were to begin evacuating Syria Aleppo "within hours" as part of an agreement reached Tuesday that would end years of opposition resistance in the city.
li li

Montoya was hot on the trail Cuenca Naples promotion or hired to go in the Premier League - 0 views

Martin - Montoya and Cuenca are not able to present this Barcelona marked the major if they want to play more games, now they put a generous invitation to national soccer uniforms you. According t...

started by li li on 28 Aug 13 no follow-up yet
Barbara Lindsey

Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 11 views

  • Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
  • Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
  • After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
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  • My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
iupdateyou123

Job For Fresher- .Net Developers - 0 views

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    Company- Staffing / Employment Agency Salary Preferred- 70,000 $ To 95,000.​00 $ Yearly Job Location- New York City NY Job Type- Full Time Experience Required- 0 To 2 Years Eligibility- Bachelor's degree Job Responsibilities- Candidate should be known by full SDLC for new cross platform browser-based systems along this converting and enhancing legacy desktop applications into the modem browser applications.
iupdateyou123

Job For Fresher- Web Application Developer - 0 views

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    Company- Salary Preferred- 60,000 $ To 90,000.​00 $ Yearly Job Location- New York City NJ 07306 Job Type- Full Time Experience Required- 0 To 2 Years Eligibility- Bachelor's degree Career Level- Entry Level Skill Required- Verbal Communication, web user interface design, software requirement, web programing, software development fundamentals, multimedia content development, software debugging, technical leadership, written communication.
iupdateyou123

Job For Java Developer - 0 views

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    Company Type- Software / IT Company- 7nth Online, Inc Salary Preferred- As Per Qualification Job Location- New York City NY 10018 Job Type- Full Time Experience Required- 5 To 7 Years Eligibility- Bachelor's degree Career Level- Experienced Required Job Responsibilities It should be known to the candidate how to hands-on software engineer with over 5 years of professional software development experience.
Abhinav Outsourcings

The South Australia Immigration Process under Subclass 190 - 0 views

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    South Australia is an immigrant-friendly destination offering a broad range of job opportunities. The coastal capital of the state - Adelaide - is a major metropolitan centre of Australia and the fifth most-liveable city in the world. Australia immigration aspirants who wish to improve their point score through state nomination can explore the Skilled Nominated Visa (Subclass 190) - a pathway for permanent residence in South Australia (SA).
Abhinav Outsourcings

Australia PR Requirements for State Nomination to South Australia - 0 views

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    Immigration to South Australia allows access to job opportunities in Adelaide - the fifth most liveable city in the world - and less-populated areas of the state, as well as world-class education and healthcare services. Those who wish to unlock these privileges must fulfil the Australia PR requirements of 'Immigration South Australia' - the state government agency that issues state nominations to eligible candidates.
Abhinav Outsourcings

The South Australia Immigration Process under Subclass 190 - 0 views

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    South Australia is an immigrant-friendly destination offering a broad range of job opportunities. The coastal capital of the state - Adelaide - is a major metropolitan centre of Australia and the fifth most-liveable city in the world. Australia immigration aspirants who wish to improve their point score through state nomination can explore the Skilled Nominated visa (Subclass 190) - a pathway for permanent residence in South Australia (SA).
Dianne Beever

MyStory - Home - 0 views

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    Download stories to listen to in lanes across Melbourne
Barbara Lindsey

EveryScape - 1 views

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    Mapping the world through virtual tours
Barbara Lindsey

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

  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their 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 band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these 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 and 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, and 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 and discussions, help each other, and 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 and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and 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 the world, but they participate in frameworks that that have structure. Learning 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 the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the 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 understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and 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 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning 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 handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and 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 learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
arunaraayala

Afghanistan Bombings Death Toll Rises to 50 in Blasts | World News - 0 views

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     Situation in Afghanistan will be an urgent issue for the new leader, although the longest-running US war was hardly mentioned in the bitterly contested presidential elections.
li li

Garnett plans! Yuedeluoxi Totti continues to remain or become the new leader of Team Nova - 1 views

Roman develop "plans Garnett," Totti pay cuts this week, is expected to recover faster, De Rossi is also important to determine left the team, Florencio Garcia trust Sarkozy barcelona jerseys was ...

started by li li on 28 Aug 13 no follow-up yet
alva12r michelle

Google Reklam Ajansı - 0 views

Give Google Advertising To increase your number of customers with Google Adwords is no longer impossible In the Google Advertising of your choice, or get very little money you can set aside for ex...

google reklam ajansı vermek

started by alva12r michelle on 05 Jul 15 no follow-up yet
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