Group items matching

in title, tags, annotations or url

Low-Threshold Applications and Activities (LTAs) An LTA is an activity or application of information technology that is reliable, accessible, easy to learn, non-intimidating and incrementally low-cost in time, money, and stress. 

Why IT Investments Often Don't Improve Educational Outcomes At least three basic problems have dogged most attempts to translate technological investments into improvements in educational outcomes.

OpenZine is a publishing platform with web browser based tools that provides an easy way for anyone to make their own magazine, for free. The best way to describe what OpenZine provides is by understanding how magazines work. Magazines have a staff of writers, photographers, designers, illustrators and editors that create & contribute. Here at OpenZine you create & contribute on those same principles but your resources are other OpenZine users! To preserving the design experience of print we've created amazingly powerful one click layouts. You can even change them as you go! Create your magazine cover online with the OhhZee Image Editor. In just a few clicks, you can add shapes, text and effects the OhhZee way!

"Session Notes This session will focus on social bookmarking and web annotation with the resource Diigo.com. Participants will learn the basics of account creation, bookmarking, annotating (highlights & stickies), creating and bookmarking to groups and lists, and also how to form accounts and groups for students. We will also discuss best practices for use with teachers and students."

"The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific "Checkpoints" for options are highlighted, followed by examples of practical suggestions. In addition, Examples and Resources to guide implementation as well as a listing of the Research Evidence are offered for every checkpoint. Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate. The UDL Guidelines are not meant to be a "prescription" but a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. They may serve as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities for all students. Educators may find that they are already incorporating many of these guidelines into their practice."

"About Critical Pedagogy on the Web This site has a dual focus, providing both a general overview of critical pedagogy--its definitions, history, key concepts, and major theorists--and links to other critical pedagogy resources on the web. It began as a final project for an independent study in educational theory in the Fall of 2002."

"The Personal Learning Environment concept is relatively new and is often used interchangeably with Personal Learning Network. The earliest reference is attributed to George Siemens in his 2004 paper, Connectivism: A Learning Theory for the Digital Age. Downes and Attwell have also popularised the concept with Downes describing the PLE as "a tool that allows for a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources" (2006, p23). Semantically, a personal learning environment and a personal learning network differ, with a network referring to connections and the interaction between them, and an environment referring to a broader definition that includes more passive tools and settings. The network and its broader socially constructed environment are interdependent, constantly shaping each other and unable to be separated."

Many educators in successful schools are involved in their school's professional learning community and perhaps they even collaborate with other schools in the district, city, state, country or beyond, but Innovative Educators also have personal learning networks (PLNs) enabling them to connect with other learners around the globe. If you're new to this world, personal learning networks are created by an individual learner, specific to the learner's needs extending relevant learning connections to like-interested people around the globe. PLNs provide individuals with learning and access to leaders and experts around the world bringing together communities, resources and information impossible to access solely from within school walls.

"Project Management with Interactive Gantt from Smartsheet Where am I? This is a web page for Smartsheet, the easiest, fastest way to manage tasks, projects, issues and resources! Our interactive Gantt makes it easy to setup your project and task dependencies and adjust the details as plans change. "

Teaching/Learning Activities What do you want to use technology for? To help you answer this question, we've outlined some teaching/learning activities below that are used across the disciplines and tried to suggest through examples from the Web how each might utilize a certain kind of technology or a combination of different technologies to accomplish specific learning objectives. Each example represents a different discipline, and there are over 40 disciplines represented in the examples. Each example is associated with one or more interactive tool, and information about each kind of technology-what it is and how to use it-appears in the technologies section.

"I think of PLEs as Operating Systems just like regular operating systems are for computer users. In fact, I call the PLE a LearnOS. Thinking of a PLE as a LearnOS helps me also get by the initial comprehension of what it can contain, such as tools, resources and connections, as also how it is deployed - PC, mobile and cloud. I can then move on to think about how learning will occur in this LearnOS by asking not only how the LearnOS can be organized to support my learning (feed aggregation, twitter tags and the like) in a given context, or how my LearnOS is connected to other LearnOS-es out there (PLNs), but also to thinking how my LearnOS can adapt to my learning contexts and my learning needs."

I've been preparing a class session on communities of practice this weekend, and it's been underscoring for me just how important people are to an effective learning environment. We're independent adults, and we like to think of learning as something that each of us does for ourselves, but all the terrific resources in the world can't hold a candle to the power of what can occur between people.

Curriculum-free, interactive, self-service learning is the way of the future, but it's a future most training departments are not quite ready to adopt. Most of us agree on where we're headed: to ecologies where work and learning are one and the same, where people help one another build competency and master new crafts, where members of self-sustaining communities of professionals participate because they take pride in maintaining their standards and doing a great job, and where everyone strives to be all she can be. Open, participative, bottom-up, networked, flexible, responsive: that's what we're after. If only it were that simple. Learning professionals are already over-burdened. Budgets are tight. The economy is a shambles. Management demands cost-effective, rapid-impact solutions. And they want them up and running tomorrow. Pulling this off requires choosing among a myriad of new technologies, coordinating with IT, cobbling together social networking tools, CYA with legal, monitoring social network performance, and answering demands for new approaches, all the while doing the old job with fewer resources and more demands.

"The emergence of the networked information economy is unleashing two powerful forces. On one hand, easy access to high-speed networks is empowering individuals. People can now discover and consume information resources and services globally from their homes. Further, new social computing approaches are inviting people to share in the creation and edification of information on the Internet. Empowerment of the individual -- or consumerization -- is reducing the individual's reliance on traditional brick-and-mortar institutions in favor of new and emerging virtual ones. Second, ubiquitous access to high-speed networks along with network standards, open standards and content, and techniques for virtualizing hardware, software, and services is making it possible to leverage scale economies in unprecedented ways. What appears to be emerging is industrial-scale computing -- a standardized infrastructure for delivering computing power, network bandwidth, data storage and protection, and services. Comsumerization and industrialization beg the question "Is this the end of the middle?"; that is, what will be the role of "enterprise" IT in the future? Indeed, the bigger question is what will become of all of our intermediating institutions? This volume examines the impact of IT on higher education and on the IT organization in higher education."

About the Project For four years, Bosnia and Herzegovina was torn by the bloodiest and most ruthless European conflict since World War II. Its capital, Sarajevo, was the focus of an epic siege. Its territory was riven into ethnic enclaves, and accounts of mass killing and rape shook the world's conscience. With the signing of the Dayton accords last December, Bosnia is emerging from that torment. Now it faces the challenge of reconstruction and reconciliation, of carrying out free elections and of bringing accused war criminals to justice. "Bosnia: Uncertain Paths to Peace" is both a photographic chronicle and a worldwide discussion of this crucial passage in Bosnia's struggle. An interactive photo essay by the French photojournalist Gilles Peress, with the photographer's narrative, documents the last weeks of the siege of Sarajevo in February and March, including the exodus of Serbs from the suburbs from which the siege had been mounted. A collection of forums for discussion, led by scholars, diplomats, artists, humanitarian leaders and other experts, will be active for one month, starting June 10, and open to contributions from the entire Internet community. Connections have been established in Sarajevo, at the war crimes tribunal in The Hague and at the United Nations to encourage participation by those closest to the Bosnian conflict and its resolution. And resources for context are available, including chronologies, maps, links to other Internet sites, a glossary and who's who, a reading list and recent coverage of the Bosnian events from The New York Times. We welcome your feedback about this project.

Eduserv Foundation The Eduserv Foundation contributes to Eduserv's charitable mission, realising the effective use of IT for learners and researchers, by offering research grants, contributing to international interoperability standards-making activities, seed-funding and developing pilot projects and offering advice on good practice. We also sponsor meetings, events and other activities. We focus these activities in the following areas: * resource discovery, metadata and open access, * access and identity management, * service architectures and Web 2.0, * e-portfolios and the use of 3-D virtual worlds such as Second Life in education.

Social Media Classroom Invitation to the Social Media Classroom and Collaboratory Welcome to the Social Media Classroom and Collaboratory. It's all free, as in both "freedom of speech" and "almost totally free beer." We invite you to build on what we've started to create more free value. The Social Media Classroom (we'll call it SMC) includes a free and open-source (Drupal-based) web service that provides teachers and learners with an integrated set of social media that each course can use for its own purposes-integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting are the first set of tools. The Classroom also includes curricular material: syllabi, lesson plans, resource repositories, screencasts and videos. The Collaboratory (or Colab), is what we call just the web service part of it. Educators are encouraged to use the Colab and SMB materials freely, and we host your Colab communities if you don't want to install your own. (See this for an explanation of who "we" are).

Student Publications We have been involved in writing and developing publications. These have been celebrated by CETL, Students Union and Academic Registry and include guides for staff and students and also resources. Click on the links below to download pdf versions of the original Assessment for Learning guides created by students working with CETL AfL. A Catalogue of Assessment Essentials for Higher Education Staff The Student Survival Guide to Assessment for Learning

Join Course Hero's Learning Network! Connect with facebook now. First time logins: Facebook will ask you to "Allow Access" to Course Hero. Our intent is to make the login process seamless and allow you to import Facebook information at your discretion. Your personal information shall not be transferred or sold to any other third party. Our Social Learning Network was built to provide students and key learning partners like professors a platform to share, meet and collaborate while accelerating their comprehension of course-related theories and concepts. We are committed to providing you immediate access to a growing wealth of study materials and an unparalleled academic network of students, professors and other key partners. Why do you care? Because you want the best grade possible and at times need a 24/7 resource that's responsive to your needs.