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titechnologies

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

www.titechglobal.com/-business-software-development

#fixedpriceengagementmodel #timeandmaterialengagementmodel

shared by titechnologies on 18 Sep 18 - No Cached
  • titechnologies on 18 Sep 18
     
    Software Development has formed the economic and social face of the planet within the most recent 3 decades. What was once thought of gibber and kept to the elite minds that place humans on the Moon and cracked the German Enigma is currently a well-liked profession that has created landmarks just like the Silicon Valley and icons like Bill Gates and Steve Jobs. With the spurt in revolutionary product ideas within the late 90s, the need to place those 'thoughts' into execution demanded the best development-skills, and this 'request' has been solely developing with time. This conveys us to an aspect of software development that has perpetually been a significant business call for companies - the foremost cost-effective engagement model. Here is what we think regarding selecting the right engagement model: Fixed Price Model Fixing the price is about fixing the project requirements, scope, as well as deadlines. This model can never work while not thorough initial planning, analysis, and estimation sessions. The more planning you do, the better the result. Why is the planning stage so important? The success of the fixed price project is directly proportional to the success of this primary phase. To have a superior control over a greater project, the engagement model may be somewhat changed with deliverables & milestones approach. A customer is charged because the in agreement milestones have come and deliverables are in situ. From that point forward, another stage with its own particular milestones and deliverables can start. For the majority of effectively fixed price projects, discovery phase fills in as the beginning point. Choose Fixed Price Engagement Model when: Requirements are clear, very much characterized and improbable to change You deal with a small or medium project which won't last for more than few months The Pros: It's well-defined and well-negotiated. There's no room for lapses. There is a push to get the total picture of the software even befo
Barbara Lindsey

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

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and 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, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (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 and 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 and sometimes fierce debates around its content, which offer useful insights into the practices and standards 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 and 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 and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and 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 and 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 them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and 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 and 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 and 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 and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access 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 and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access 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, and 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 and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and 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 demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, 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 learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and 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, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
teachlearnweb1

Free Online Study Material for CBSE, SSC and ICSE - 0 views

www.teachlearnweb.com/Demo

free online study material e demo classes education web

shared by teachlearnweb1 on 24 Sep 15 - No Cached
  • teachlearnweb1 on 24 Sep 15
     
    Teach Learn Web offer free online study material demo for 1 to 10 class CBSE, SSC and ICSE. Watch our free demo and register for more valuable online material.
teachlearnweb1

E-Learning | CBSE | ICSE | SSC | NCERT | Online Study Material - 0 views

www.teachlearnweb.com

education learning web e online study material cbse ssc icse ncert solutions

shared by teachlearnweb1 on 08 Sep 15 - No Cached
  • teachlearnweb1 on 08 Sep 15
     
    Teach Learn Web is an award winning E-learning portal offers online study material for CBSE, ICSE, NCERT and SSC boards. Study material includes NCERT Books, mind maps, tutorials, & more
teachlearnweb1

CBSE class 8 English syllabus|CBSE study material for class 8 English - 0 views

www.teachlearnweb.com/...class8-english.aspx

education learning study material for class 8 English cbse lessons syllabus

shared by teachlearnweb1 on 19 Oct 15 - No Cached
  • teachlearnweb1 on 19 Oct 15
     
    Teach Learn Web for latest updates about CBSE class 8 English syllabus. Students can collect the CBSE study material for class 8 English, tutorial, class notes here
lisa_morgan

Ideas for Podcasting in the Classroom - 0 views

fcit.usf.edu/podcasts

podcasting material

shared by lisa_morgan on 24 May 15 - No Cached
  • lisa_morgan on 24 May 15
     
    educational material on podcasting
teachlearnweb1

E-Learning | CBSE | ICSE | SSC | NCERT | Online Study Material - 0 views

www.teachlearnweb.com/...class9-math.aspx

education learning teaching web class 9 maths online tutorials tests CBSE Syllabus study material e videos notes worksheets sample papers textbook solutions

shared by teachlearnweb1 on 14 Sep 15 - No Cached
  • teachlearnweb1 on 14 Sep 15
     
    Teach Learn Web provides CBSE class 9 maths school syllabus, online study material, e learning videos, class notes, online tutorials, worksheets, online tests and more.
teachlearnweb1

CBSE Class 10 Math Syllabus| study material| Assessments| E-learning Class - 0 views

www.teachlearnweb.com/...class10-math.aspx

education web class 10 maths online tutorials tests CBSE Syllabus study material e learning videos notes worksheets sample papers textbook solutions

shared by teachlearnweb1 on 28 Sep 15 - No Cached
  • teachlearnweb1 on 28 Sep 15
     
    Teach Learn Web provides CBSE Class 10 maths Syllabus offers online study material, sample papers, worksheets, revision notes, mind maps & more. It's an award winning e learning portal for CBSE, SSC and ICSE.
teachlearnweb1

CBSE Class 10 Science Syllabus| study material| Assessments| E-learning Class - 0 views

www.teachlearnweb.com/...class10-science.aspx

class 10 science online tutorials tests CBSE Syllabus study material e learning videos notes worksheets sample papers textbook solutions

shared by teachlearnweb1 on 03 Oct 15 - No Cached
  • teachlearnweb1 on 03 Oct 15
     
    Teach Learn Web provides CBSE class 10 science school syllabus, online study material, e learning videos, class notes, online tutorials, worksheets, online tests and more.
elliswhite5

Buy Facebook Comments - Buy Real Facebook Comments - 0 views

realserviceit.com/...buy-facebook-comments

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

shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    What Are Facebook Comments? Posts on a Facebook page or profile are referred to as Facebook comments. Anyone who is friends with the person who posted it or with the person who left a comment on it can view these posts. Everyone who has liked the page or profile can also view the post. When someone leaves a remark on a post, it will show up in both their own feed and the feeds of their friends. The commenter is also able to see who posted it. The comment is visible to everyone if the post is public. Buy Facebook Comments Why Facebook Comments Matter? Engagement is essential in social media. The importance of comments cannot be overstated in terms of interaction. Facebook comments demonstrate that readers are eager to interact with your material and are interested in what you have to say. Also, comments expand the audience for your work. Your content is more likely to be seen by others if it receives more comments. Also, the more eyes on your material, the more likely it is to receive likes, shares, and finally, purchases. Why Should Your Purchase Facebook Comments? Facebook is one of the most crucial sites to concentrate on when it comes to social media marketing. Facebook provides businesses with a tremendous opportunity to contact their target audience because to its more than 2 billion monthly active users. One of the most successful methods of marketing on Facebook is to purchase Facebook comments. In essence, when you purchase comments, you are paying for others to submit favorable reviews or comments on your page or blog. This may be a really effective strategy to increase the reach and interaction of your page as well as develop credibility and trust with potential customers. How Do I Increase My Facebook Organic Comment ? There are certain things you can do to get more natural Facebook comments. Buy Facebook Comments First, check to see that you routinely post engaging and intriguing content. People are less likely to take the time to leave a comment if
elliswhite5

Buy Pinterest Followers - 100% Real & Active - 0 views

realserviceit.com/...buy-pinterest-followers

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

shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    How to organically grow your Pinterest following? To get you started, consider these suggestions: Develop excellent content: Invest time in producing infographics and visuals of the highest caliber for your area. In this manner, your pins will appear when people search for themes associated with your company. Buy Pinterest Followers Make use of keywords: Include keywords in your pin descriptions to ensure that they appear when users perform searches using those phrases. Join group boards: Group boards are a fantastic way to increase the visibility of your pins. But be careful to only sign up for forums that are relevant to your industry. Repining other people's content promotes your brand while also being a good gesture. They will receive an email message when you repin their content. They'll probably look at your profile and perhaps follow you as well. Why should you grow your Pinterest following? You could wish to grow your Pinterest audience for a variety of reasons. First off, your potential reach increases as your fan base does. Your post will be shared and repinned by more people if you have more followers, which will increase its visibility. Also, the more eyes on your material, the more probable it is that you will create leads and sales. Buy Pinterest Followers Second, having a bigger following might help you establish credibility and trust. People are more likely to trust you and your brand if you appear to have a large following. This is because they'll perceive you as influential and realize that, since so many people are following you, you must be doing something well. There are people pursuing you. Finally, expanding your Pinterest audience can be a terrific opportunity to meet others who share your interests. You can create a community of people with whom you can connect and learn from if you are successful in drawing a sizable number of followers who share your interests. What are the advantages of growing your Pinterest following? The bigg
Sarah Bresnahan

Writing Research Essays: Quick and Effective Guide - 0 views

researchessay1.blogspot.co.uk/...research-essays-quick-and.html

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shared by Sarah Bresnahan on 26 Apr 13 - No Cached
  • Sarah Bresnahan on 26 Apr 13
     
    The progression of students from primary, to secondary, to higher education rendered changes in their assignments. It may now require more resource materials as reference, or more word count. Yet, the manner of meeting the growing demands in assignments remain to be essentially the same.
Dennis OConnor

Wolfram Education Portal: Wolfram Teaching Resources - 36 views

education.wolfram.com/...teachers.html

wolfram

shared by Dennis OConnor on 15 Apr 12 - No Cached
Lee Monroe liked it
  • Dennis OConnor on 15 Apr 12
     
    Great STEAM materials.  Powerful source for any flipped math or science curriculum.  Interactive document format is very promising. 
Sarah Bresnahan

Short and Sweet - 0 views

www.easyreadsystem.com/...short-and-sweet

reading books children teaching

shared by Sarah Bresnahan on 27 Nov 13 - No Cached
  • Sarah Bresnahan on 27 Nov 13
     
    Sometimes, no matter what great books we try to coax children into reading, they just can't get through a chapter book. Struggling readers can be overwhelmed by the length of longer reading selections, and they need materials that can be completed in one session.
jodi tompkins

http://www.icivics.org/ - 11 views

www.icivics.org

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shared by jodi tompkins on 07 Jul 10 - Cached
  • jodi tompkins on 07 Jul 10
     
    iCivics is a web-based education project designed to teach students civics and inspire them to be active participants in our democracy. iCivics is the vision of Justice Sandra Day O'Connor, who is concerned that students are not getting the information and tools they need for civic participation, and that civics teachers need better materials and support.
David Wetzel

5 Reasons Why You Should Use LiveBinders - 0 views

www.teachscienceandmath.com/...why-you-should-use-livebinders

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shared by David Wetzel on 30 Aug 10 - Cached
  • David Wetzel on 30 Aug 10
     
    LiveBinders is a web 2.0 tool which provides the ability to save and organize materials for your science or math class. The great thing about this free tool is that you can update the resources instantly to ensure your lessons include the latest ideas, tips, and resources in science and math.
Rhondda Powling

Connexions - Sharing Knowledge and Building Communities - 0 views

cnx.org

education opensource collaboration learning courseware reference opencourseware community connexions

shared by Rhondda Powling on 28 Jan 09 - Cached
  • Rhondda Powling on 28 Jan 09
     
    "Connexions is:a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute"
Hanna Wiszniewska

Web resource for math problems that are interesting - for advanced high school and college students - Mahalo Answers - 1 views

www.mahalo.com/...gh-school-and-college-students

mahalo math webtools

shared by Hanna Wiszniewska on 11 Jan 09 - Cached
  • Hanna Wiszniewska on 11 Jan 09
     
    I'm looking for sites that have math problems that require creativity from students, not just knowledge of the material, like the kinds of questions they use for math competitions. Two interesting answers with resources - worth checkng!
Jenny Davis

OER Commons: Open Educational Resources - 8 views

www.oercommons.org

resources OER open educational resources educators students database Internet

shared by Jenny Davis on 12 Jun 09 - Cached
  • Rhondda Powling on 12 Jun 09
     
    OER Commons is all about sharing open educational resources. Subject areas include: Arts, Business, Humanities, Mathematics & Statistics, Science & Technology and Social Sciences. Over 16 different types of course materials are provided. You can search OER Commons by subject area, grade level, material type, media format and conditions of use or by selecting a relevant tag.
  • Jenny Davis on 07 Mar 12
     
    The Internet is rich with open educational resources that both educators and students might want to use. However, finding those resources is often time-consuming. The OER Commons website was created to help educators, students, and lifelong learners find Open Educational Resources that are already posted somewhere on the Internet. OER Commons is not a search engine (like Google) and it is not a list of links. This site is a structured database of links to high-quality resources found on other websites. OER Commons provides a single point of access through which educators, students, and all learners can search,browse, evaluate, and discuss over 30,000 high-quality OER.
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in/...-personal-crimes-analysis.html

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    For this assignment, you will choose from the following options: * Option 1: Personal Crimes Analysis Presentation * Option 2: Personal Crimes Analysis Matrix * Option 3: Personal Crimes Analysis Posterboard Read the instructions in the University of Phoenix Material: Personal Crimes Analysis located on the student website.
  • Kiran Reddy on 29 Mar 14
     
    For this assignment, you will choose from the following options: * Option 1: Personal Crimes Analysis Presentation * Option 2: Personal Crimes Analysis Matrix * Option 3: Personal Crimes Analysis Posterboard Read the instructions in the University of Phoenix Material: Personal Crimes Analysis located on the student website.
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