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ugopros

10 Electrical Safety Steps for Keeping you and your Family Safe - Professional Electrician Services in USA - 0 views

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    When it comes to keeping your family safe from harm, you want to do everything in your power. Dealing with electricity can be a dangerous thing if you don't do it correctly. Teaching your family how to properly approach electrical problems can make a world of difference in their safety. Here are our top 10 electrical safety tips to help keep your family safe from harm. 1.) Avoid Overloading An Electrical Outlet And Power Strips Being in the technology age, it can sometimes be difficult to charge all of our mobile items. From your phone to your iPod, to your computer, you need to have a clear outlet space to do so. Many think the best solution is to simply add more temporary outlets to their existing hardwired outlets. This can be done with power strips and multi-outlet plugins. While these may seem convenient at first, they actually can cause major electrical problems. Overloading outlets can cause burnt plugs, and in more severe cases, full-on house fires. You should avoid using multi-outlet plugins as much as possible to reduce your family's risk of danger. 2.) Don't Yank On Electrical Cords It may seem tempting from time to time to pull on a power cord to get it out of the wall. Just because it saves you that short trip back down the hallway to unplug the sweeper, it's actually costing you more in the long run because of the wear it takes. Realize that by yanking power cords, you can damage the cord, the plug, and the actual wall outlet. In the event that your wall outlet has become loose due to being yanked on, we suggest calling a qualified electrician to fix the issue. 3.) Avoid Keeping Power Cords Near Water If you've ever noticed that the outlets in your kitchen and bathroom are shaped differently than the rest, you've seen a GFCI outlet. These are specially made to help decrease the likelihood of electrical shock in the event that water seeps into the outlet. You can do yourself a favor and protect you and your family from electrical shock b
Barbara Lindsey

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

  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access 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.
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  • 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.
ugopros

5 Best Roofing Service Tips That Will Save You Money - Best Roofing Services in USA - 0 views

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    Home ownership can be very rewarding! Though there are many reasons to own your own home rather than rent, one of the biggest turn offs for owning a home is the repairs. Owning a home you have a few high priced items that must be maintained in order to keep your costs down. These include, Heater, Air conditioning, Plumbing, windows, and one of the most important item that gets overlooked until it's too late is the ROOF!and Best Roofing Services in USA Usually when a leak has sprung in the roof more times than not the homeowner is not ready financially to purchase a new roof. A new roof can cost anywhere between 5-10K dollars depending on the size and type of roof you have. That is without a doubt a major expense especially when it isn't budgeted. Usually a roof should last over 20yrs, and sometimes even longer that once again depending on the type and style. to have your roof survive it's full life span it needs consistent inspections, cleaning, and maintenance. This will keep the problems at a minimum and your roof protecting your home for many years to come. This article is just a few steps you can take as a DIY to protect your roof. Look At Your Roof: Usually the roof is the last part of the house you pay detail to when you pull into your driveway or while you out in your yard. So make a point to look up every once in a while. Check out your roof. Seasons change and so does the weather. Weather can do some damage to your roof. Snow, hail, wind are all things that your roof protects your family form. But it also things that can damage your roof. So look for that damage when the seasons change or after those major storms. Watch out for animal activity or the signs of insects, especially if you have trees or other vegetation around. Look for fungus or algae growth and even rust. The change of appearance can show that something is causing your roof to deteriorate prematurely. Also Look for shingle displacements, or pieces on the ground. Don't hesitate to g
ugopros

How to Find That Auto Mechanic You Can Trust - Auto Mechanic Services in USA - 0 views

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    A good mechanic does more than simply keep your engine running. Before even thinking about leaving your prized automobile with a mechanic, it's important that you do some research on them ahead of time. However, finding a worthy mechanic is going to take a lot more than simply searching around Google. Various factors go into finding a reliable mechanic; including whether you require maintenance or a full blown repair. Where you live, their location and availability also need to be taken into account. Continue reading if you wish to know more about factors on finding a reliable mechanic in Brevard County, Florida: Auto Mechanic Services in USA Trust Trust is the foundation of every long-lasting relationship, including one with your auto mechanic. If you're afraid of your mechanic has been lying to you just to gain a quick buck, then it's time to find a new one. However, not all service professionals are out to scam you. This is why it's important to develop a close relationship with them from day one. Choosing an Service Provider Finding a qualified auto service provider isn't as easy as it may seem. Sure, many have claimed to be the best but when it comes down to it, many are not. Skilled service professionals are usually in high demand, which means they probably have a slew of positive online reviews. Auto Mechanic Services in USA Check out AAA for both positive negative reviews. In addition, inquire whether your current mechanic or any potentially new service providers are active members. If not, you may want to continue your search. Would you really want to work with a mechanic who doesn't provide roadside assistance? Online Search Does anyone even own a phone book anymore? Busy schedules demand fast results. Start your search in Space Coast, Florida online with U'GO Pros. Simply download the U'GO Pros app or head over to www.UGOPROS.com and enter your search query. You can request quotes, send photos if necessary and book your appointment
titechnologies

Top 11 Tips To Improve AngularJS Performance - TI Technologies - 0 views

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    AngularJS is made to rearrange the complex process of building and overseeing JavaScript applications. In view of the Model-View-Controller, or MVC, programming structure, AngularJS is particularly valuable for making single page web apps. today, online businesses are enormously affected by the performance of web technologies that they use for their respective tasks. Henceforth, it winds up the importance to dive into the majority of the elements that are harming their business growth. AngularJS can rapidly be added to any HTML page with a straightforward tag. In case you're asking why you have a couple of slow pages, here are a few hints to accelerate your code. AngularJS Optimization Tips Batarang tool to Benchmark Watchers Batarang is an awesome dev tool from the AngularJS developer that brings down your debugging efforts. In spite of the fact that it has numerous new features, some of them enable you to profile and track the execution of your AngularJS performance. In addition, the watch tree figures out which extensions are not destroyed as it is by all accounts if there is an increase in the memory. Chrome Dev tool Profiler to Identify Performance Bottlenecks This one is a helpful device that gives you the alternative to choose which profile type you need to make. Take Heap Snapshot, Record Allocation Timeline, and Record Allocation Profile are utilized for memory profiling. After this performance improvement, your app will complete in under two seconds and clients can freely connect with it then. Limit your watchers Talking about which, whenever you introduce data-bindings, you make more $scopes and $$watchers, which drags out the digest cycle. Excessively numerous $$watchers can cause lag, so restrain their utilization as much as possible. Utilize scope.$evalAsync On the off chance that you endeavor to manually initiate the digest cycle while it's now running, you could get an error. to keep this from happening, utilize scope.$evalAsync rather than $appl
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-learning [1]. Traditional theories of distance learning, 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 and 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, these 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 the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
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  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of the movements and 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 and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning 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 and remix microcontent in new and 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 and 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 and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
    • Michael Johnson
       
      Also a place to receive and give feedback. I believe that one of the things that learners need to have to be prepared for learning in this space (social media or web 2.0) is the ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-learning, the closest thing to a social network is a community of practice, articulated and 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 and learn together" and "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 their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and 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 together in classes. That may be true. but does it have to be? If people come together to with a common purpose and the instructor allows the students freedom to explore what is important to them then I would hope that this kind of community can develop even in formal 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 and careers the same way you can download music? It untethers content from the Web and 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 the content in new and exciting contexts"
  • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and 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 and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
    • Michael Johnson
       
      I like the idea of students passing on their work to be fodder for someone else's learning. In this way we change to from a learner to a learner/teacher! (See Dillon Inouye's work and 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 the E-Learning Framework defining a set of common applications and the newly formed e-Framework for Education and Research drawing on an international collaboration. While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
    • Michael Johnson
    • 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 the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
  • The challenge will not be in how to learn, but in how to use learning 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 and "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 learning [24]—for after all, were the context in which learning occurs not important, it would not be useful or necessary to make learning mobile. Mobile learning offers not only new opportunities to create but also to connect. As Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large"
  • And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
  •  
    Stephen Downes' take on eLearning and what the future holds
ugopros

You Look Under The Sink To Find A Leak With The Garbage Disposal Best Plumbing Services in USA - 0 views

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    When you look under your sink and see a leak one of the first things that is assumed is time to get new garbage disposal, but this isn't the case. For the most part, if you are leaking around your disposal it is because of a faulty plumbing pipe or poor installation. So check the plumbing and the mounting hardware mounting to the sink itself. If you notice you're still having the leaks it's the time to get in touch with your local plumbing services. Many homeowners have the luxury of having garbage disposal to help make cleaning dishes easier, along with keeping the pipes clear of large food particles. Some may have never thought about getting a garbage disposal until they bought their first house which just happened to have one. This was the case for myself (You can call Best Plumbing Services in USA). I happen to see random light switch by the sink (Being young at the time, not knowing) and turned it on. I then heard this loud growl yell at me from the sink. This was my first run with garbage disposal. Having a garbage disposal has been great but can put you in a panic if you start to have some issues. When problems arise you can start to notice strange smells coming from the sink. You can notice when you flip the power switch you don't hear the disposal running, or you notice that water is continuing to clog. What we have here is 5 simple solutions that you can try to help get your garbage disposal back in operation, before you decide to go out and purchase a new one or call on that Best Plumbing Services in USA AKA the professionals. Yes this is a quick DIY for you. There Is A Clogged Garbage Disposal One of the first misconception of a garbage disposal is that it has blades so it can eat through anything. Though yes there are extreme safety precautions (LIKE DON'T PUT YOUR HAND IT THERE WHILE RUNNING) I will share with you the not so obvious things that you should avoid putting in disposal. The list here; oil, grease, or any nonfood item. Though
titechnologies

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

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    The cross-platform app development is seemingly becoming popular as the stratum of competition is surpassing higher up the order. What's more, without any doubt, React Native has been distinguished as the most preferred cross-platform solution for the creation of both iOS and Android apps respectively. With React Native, you can work on two distinctive Operating Systems utilizing a single platform. React Native likewise demonstrates supportive in building attractive User Interfaces, which can't be recognized from a native app. The React Native might be a popular choice, however, it isn't the best decision as it has a few disadvantages also. Therefore, we would be highlighting the major advantages and disadvantages of the React Native, with the goal that you can a thought when to utilize the platform and 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 and modules. The React Native gets associated with the native components for both the Operating Systems and generates a code to the native APIs upfront and freely. Presently the performance enhances because of the way that it makes utilization of a different thread from the native APIs and UI. Large Community of Developers The Fact that React Native is an open-source JavaScript platform where every developer is allowed to contribute to the framework and 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 and 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 learning something new about the React Native. They likewise get the feedback and reviews on the same establishi
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 and services, leading eCommerce firms are exploring how AI can enhance brand competitiveness and 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, and 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-learning algorithms to deconstruct Bigdata of thousands of customers and 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 and 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
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 expanding beyond comprehension, demand for better and faster apps shoot up. We need applications that perform easily, have a magnificent look, simple to create, and can be implemented rapidly. All these necessities are difficult to satisfy as high performance, related to native apps, set aside enough time for the advancement. Then 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, and 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 and work easily as native apps. It even gives you a chance to reuse the code over the web and mobile platforms. You don't have to develop for Android and iOS, independently, as one code is sufficient for both the platforms, saving money and time. Let's look at some reasons that point towards React Native taking the center stage in the future. Supports Both iOS & Android - '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 and Android 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, and you'll easily compile it
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.
ugopros

Tips on Hiring the Right Limo Service In USA - 0 views

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    A limo service should never be short of exhilarating. With the right guidance, you can choose the service that suits your interest. You can avoid lousy limo services that promise one thing and deliver the exact opposite. You can avoid the hassle by choosing the right service using the following criteria. 1. Decide the Type of Service You Want You can hire limo services for virtually any event or occasion. Most people use these services during their weddings, prom dates, airport transfers, anniversaries, birthdays, corporate events, normal corporate functions, official functions, private parties, dinner dates, and many other situations. Whatever the event, a limousine service will make it memorable and special. Once you have decided the event, confirm how many people will use the service. If you need more than two people, you may need a company that has big limousines. If everyone is traveling alone, you may need a service that has a large fleet so that no one arrives too early or too late. On your wedding day, you need a spectacular limo that will make a statement. Whatever the occasion, you need a company that can cater to those specific needs. Specify the number of people, the number of limos, the type of limousines, the color of the limo, the driver's dress code, and such details. 2. Verify Things can go wrong if you don't conduct your due diligence. These are the things to check before you hire the company. A. Vehicle Inspection The vehicles inspection report and FMCSA registration should be available for review. It should also be up to date. B. Driver License Your chauffeur will determine the kind of experience you can get. The driver's license should be current. Inquire about the level of training, experience, and ability to communicate. C. Company License Every company should have licenses to operate in individual states. Players in Brevard County and Space Coast need specific permits from the state of Florida to offer public transportation. D.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and 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, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
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  • I’ve come to view teaching as a critical and needed activity in the 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 and 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 and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, 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 and functionality across various Tools, but ultimately, it is the responsibility of the individual To click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and 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 and resource exploration, but by permitting her social network To filter resources and draw attention To important Topics. In order for these networks To work effectively, learners must be conscious of the need for diversity and 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 and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods 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 and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is To model and To demonstrate. To learn is To practice and To reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and 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, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and 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 and 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 and 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 and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
ugopros

5 Ways to Know You Need A Plumber | U'GoPros Inc - 0 views

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    Plumbing Repair Are you looking for a qualified, professional plumbing service provider or emergency plumber near me that knows the latest technological processes for fixing leaks, repairing and replacing plumbing pipes and ensuring your plumbing system is clean and operating normally? If you are, we can help you find the right plumber for your needs. Signs You Need a Plumbing Repair Contractor in Space Coast Florida Plumbing systems in the homes and businesses of Brevard County are often overlooked until they fail and result in the need to shut off your home or business' water until a qualified plumbing contractor can be contacted to locate and repair the problem. Thankfully, there are some signs you can look for to determine if your plumbing system needs a plumber repair or service leak repair before it completely fails, potentially resulting in floods and backed up sewer lines. 1. You Have Limited or No Hot Water Hot water is essential for washing laundry, taking a shower and general cleaning around your home or business. When you don't have hot water or you have very limited hot water, it could mean that you have a problem with the gas or electrical connections to your hot water heater, the hot water heating elements have failed or the inside is filled with debris and corrosion. The good news is that one of our water heater plumbing professionals can diagnose the problem with your water heater and repair it or replace your water heater. 2. More than One Drain is Slow If just one drain is slow, it most likely means there is a clog in that drain that needs to be removed. Drains that commonly clog include sinks, showers and bathtubs, and typically, all it takes is cleaning the clogged drain out with a plumbing snake or auger. However, if you have multiple slow drains or your toilet is backing up into your bathtub, there's a good chance you have a sewer line clog that needs immediate attention. Sewer lines can be safely cleaned out by an experienced plumb
ugopros

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

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

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

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    Software Development has formed the economic and social face of the planet within the most recent 3 decades. What was once thought of gibber and kept 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
Todd Finley

"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 6 views

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    In online public spaces, interactions are public-by-default, private-through-effort, the exact opposite of what we experience offline.  There is no equivalent to the cafe where you can have a private conversation in public with a close friend without thinking about who might overhear. Your online conversations are easily overheard.  And they're often persistent, searchable, and easily spreadable. Online, we have to put effort into limiting how far information flows. We have to consciously act to curb visibility.  This runs counter to every experience we've ever had in unmediated environments.  When people participate online, they don't choose what to publicize.  They choose what to limit others from seeing.  Offline, it takes effort to get something to be seen.  Online, it takes effort for things to NOT be seen.  This is why it appears that more is public.  Because there's a lot of content out there that people don't care enough about to lock down.  I hear this from teens all the time.  "Public by default, privacy when necessary."  Teens turn to private messages or texting or other forms of communication for intimate interactions, but they don't care enough about certain information to put the effort into locking it down.  But this isn't because they don't care about privacy.  This is because they don't think that what they're saying really matters all that much to anyone.  Just like you don't care that your small talk during the conference breaks are overheard by anyone.  Of course, teens aren't aware of how their interactions in aggregate can be used to make serious assumptions about who they are, who they know, and what they might like in terms of advertising.  Just like you don't calculate who to talk to in the halls based on how a surveillance algorithm might interpret your social network.    
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, and even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, and 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, and share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms and cyberspace. It's a bold experiment to redefine learning spaces, the roles and relationships of teachers and students, and the mission of the modern high school.
  • When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
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  • It's the spirit of science rather than hardcore curriculum that permeates SLA. "In science education, inquiry-based learning is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everything is based on the core values of science: inquiry, research, collaboration, presentation, and 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, and engineering, core courses include African American history, Spanish, English, and a basic how-to class in technology that also covers Internet safety and the ethical use of information and software. Classes focus less on facts to be memorized and more on skills and knowledge for students to master independently and incorporate into their lives. Students rarely take tests; they write reflections and do "culminating" projects. Learning doesn't merely cross disciplines -- it shatters outdated departmental divisions. Recently, for instance, kids studied atomic weights in biochemistry (itself a homegrown interdisciplinary course), did mole calculations in algebra, and 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 learning at, and shaping the culture of, SLA. "
  • he zest to experiment -- and the determination to use technology to run a school not better, but altogether differently -- began with Lehmann and the teachers last spring when they planned SLA online. Their use of Moodle, an open source course-management system, proved so easy and inspired such productive collaboration that Lehmann adopted it as the school's platform. It's rare to see a dog-eared textbook or pad of paper at SLA; everybody works on iBooks. Students do research on the Internet, post assignments on class Moodle sites, and share information through forums, chat, bookmarks, and new software they 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 the student who shows up each morning without a winter coat to cool new software for tagging research sources. There's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, 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 learning how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom and some clubs. He felt disturbed and started a passionate thread on self-segregation.
  • "Having the conversation changed the way kids looked at themselves," he says.
  • "What I like best about this school is the sense of community," says student Hannah Feldman. "You're not just here to learn, even though you do learn a lot. It's more like a second home."
  • As part of the study of memoirs, for example, Alexa Dunn's English class read Funny in Farsi, Firoozeh Dumas's account of growing up Iranian in the United States -- yes, the students do read books -- and talked with the author in California via Skype. The students also wrote their own memoirs and uploaded them to SLA's network for the teacher and class to read and edit. Then, digital arts teacher Marcie Hull showed the students GarageBand, 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.
Hanna Wiszniewska

Top 10 Web 2.0 Tools for Young Learners : February 2009 : THE Journal - 2 views

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    Technology needs to trickle up, she said, not down. We need to give the most powerful tools to the most vulnerable populations because they are the ones who need it. "Young learners, non-readers," she continued, "need high-speed access, they need animation and graphics and sound. And that's the truth." According to Lovely, and education technology consultant and speaker at the FETC 2009 conference in Orlando, FL in January, it was the recognition of those needs that led her to develop a "top 10 list" of go-to technology tools to help inspire young students and empower under-funded teachers. "The important thing to remember here," she said, "is that this isn't about simply providing you with 10 links. It's much more important to ask, 'What are you going to do with these things? How are you going to use these tools?' That's why we're here," she said. "So I can show you not only what's out there but also how other educators are using these resources to teach their students right now."
Sarah Eeee

Wikipedia Comes of Age - The Chronicle Review - The Chronicle of Higher Education - 0 views

shared by Sarah Eeee on 10 Jan 11 - No Cached
  • Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research."
  • Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting.
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  • That such a high percentage of students in the study indicated they do not cite Wikipedia as a formal source, or admit to their professors they use it, confirms that they are very aware of the link it represents in the information-authority chain.
    • Sarah Eeee
       
      Optimistic view...what evidence does this author have that students don't plagarize from Wikipedia - i.e. use its information without citing it, or attributing the information found to a more acceptable source?
  • Today, when starting a serious research project, students are faced with an exponentially larger sTore of information than previous generations, and they need new Tools To cut through the noise. Intuitively they are using Wikipedia as one of those Tools, creating a new layer of information-filtering To help orient them in the early stages of serious research.
  • . One scholar issued a challenge: Wikipedia is where students are starting research, whether we like it or not, so we need to improve its music entries. That call to arms resonated, and music scholars worked hard to improve the quality of Wikipedia entries and make sure that bibliographies and citations pointed to the most reliable resources.
  • To go further, while I do agree that teaching information literacy is important, I do not agree with those who argue that the core challenge is To educate students and researchers about how To use Wikipedia. As we have seen, students intuitively understand much of that already.
  • The key challenge for the scholarly community, in which I include academic publishers such as Oxford University Press, is to work actively with Wikipedia to strengthen its role in "pre-research." We need to build stronger links from its entries to more advanced resources that have been created and maintained by the academy.
  •  
    Concise and interesting opinion piece about the role of Wikipedia in research. The author argues that many students use Wikipedia for 'pre-research,' and that it serves a valuable and valid step towards finding the best evidence. Ultimately, this article calls for scholars to increase the links between peer-reviewed authoritative sources and Wikipedia articles.
  •  
    Does a 'harm control' approach to research seem like the best option to you? What role do teachers at all levels of education have to play? Librarians?
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