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Kenuvis Romero

Memory - Wikipedia, the free encyclopedia - 0 views

  • Encoding of working memory involves the spiking of individual neurons induced by sensory input, which persists even after the sensory input disappears (Jensen and Lisman 2005; Fransen et al. 2002). Encoding of episodic memory involves persistent changes in molecular structures that alter synaptic transmission between neurons. Examples of such structural changes include long-term potentiation (LTP) or spike-timing-dependent plasticity (STDP). The persistent spiking in working memory can enhance the synaptic and cellular changes in the encoding of episodic memory (Jensen and Lisman 2005).
  • Recent functional imaging studies detected working memory signals in both medial temporal lobe (MTL), a brain area strongly associated with long-term memory, and prefrontal cortex (Ranganath et al. 2005), suggesting a strong relationship between working memory and long-term memory. However, the substantially more working memory signals seen in the prefrontal lobe suggest that this area play a more important role in working memory than MTL (Suzuki 2007).
  • Consolidation and reconsolidation. Short-term memory (STM) is temporary and subject to disruption, while long-term memory (LTM), once consolidated, is persistent and stable. Consolidation of STM into LTM at the molecular level presumably involves two processes: synaptic consolidation and system consolidation. The former involves a protein synthesis process in the medial temporal lobe (MTL), whereas the latter transforms the MTL-dependent memory into an MTL-independent memory over months to years (Ledoux 2007). In recent years, such traditional consolidation dogma has been re-evaluated as a result of the studies on reconsolidation. These studies showed that prevention after retrieval affects subsequent retrieval of the memory (Sara 2000). New studies have shown that post-retrieval treatment with protein synthesis inhibitors and many other compounds can lead to an amnestic state (Nadel et al. 2000b; Alberini 2005; Dudai 2006). These findings on reconsolidation fit with the behavioral evidence that retrieved memory is not a carbon copy of the initial experiences, and memories are updated during retrieval.
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  • Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.
  • At the Center for Cognitive Science at Ohio State University, researchers have found that memory accuracy of adults is hurt by the fact that they know more, and have more experience than children, and tend to apply all this knowledge when learning new information. The findings appeared in the August 2004 edition of the journal Psychological Science.
  • Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information[59] and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.[60]
  • Methods to optimize memorization[edit] Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming which is intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.[72]
Kenuvis Romero

The Art of Memory - Wikipedia, the free encyclopedia - 0 views

  • The Art of Memory From Wikipedia, the free encyclopedia Jump to: navigation, search For the general topic known as "Ars memoriae" or "the Art of Memory", see Art of memory. The Art of Memory Author(s) Frances A. Yates Country United Kingdom Language English Publisher Routledge and Kegan Paul Publication date 1966 Media type Print (book) Pages 400 ISBN 0-226-95001-8 OCLC Number 42905743  Preceded by Giordano Bruno and the Hermetic Tradition The Art of Memory is a 1966 non-fiction book by British historian Frances A. Yates. The book follows the history of mnemonic systems from the classical period of Simonides of Ceos in Ancient Greece to the Renaissance era of Giordano Bruno, ending with Gottfried Leibniz and the early emergence of the scientific method in the 17th century. See also [edit] Method of loci John Crowley Art of Memory
Sreedharen Sasidharen

Magnet - Wikipedia, the free encyclopedia - 11 views

    • Sreedharen Sasidharen
       
      What is it?
  • A magnet (from Greek μαγνήτις λίθος magnḗtis líthos, "Magnesian stone") is a material or object that produces a magnetic field. This magnetic field is invisible but is responsible for the most notable property of a magnet: a force that pulls on other ferromagnetic materials, such as iron, and attracts or repels other magnets.
  • Ferromagnetic materials can be divided into magnetically "soft" materials like annealed iron, which can be magnetized but do not tend to stay magnetized, and magnetically "hard" materials, which do. Permanent magnets are made from "hard" ferromagnetic materials such as alnico and ferrite that are subjected to special processing in a powerful magnetic field during manufacture, to align their internal microcrystalline structure, making them very hard to demagnetize. To demagnetize a saturated magnet, a certain magnetic field must be applied, and this threshold depends on coercivity of the respective material. "Hard" materials have high coercivity, whereas "soft" materials have low coercivity.
Tracy Tuten

Back to school with wikis | ZDNet - 45 views

  • The idea is really quite simple: “The most simple thing that could possibly work” (Ward Cunningham) for personal/social learning environments in schools would rather be based on wikis than on an LMS like Moodle…One would have a wiki farm (one wiki for each class and year, and probably an over-all school wiki) with some simple routines and templates. (To do this right would be crucial.)…For the Wiki itself, it would be best to use an Open Source wiki platform (DokuWiki) running on own server, or on a community-driven server specialized in offering wiki-platforms for schools. Possible would be also Wikispaces (as white label service), Google Sites (as part of Google Apps Edu), or even Confluence (because it has all the features of a full & stable enterprise wiki system and is still not expensive).
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    An article from ZDNet on the value of wikis for schools. 
Kenuvis Romero

Method of loci - Wikipedia, the free encyclopedia - 0 views

  • The Method of Loci (plural of Latin locus for place or location), also called the memory palace, is a mnemonic device introduced in ancient Roman and Greek rhetorical treatises (in the anonymous Rhetorica ad Herennium, Cicero's De Oratore, and Quintilian's Institutio oratoria). The items to be remembered in this mnemonic system are mentally associated with specific physical locations.[1] It relies on memorized spatial relationships to establish, order and recollect memorial content. The term is most often found in specialised works on psychology, neurobiology and memory, though it was used in the same general way at least as early as the first half of the nineteenth century in works on rhetoric, logic and philosophy.[2]
dpurdy

Hydrogen vehicle - Wikipedia, the free encyclopedia - 13 views

    • dpurdy
       
      Is hydrogen sustainable? depends on the source. see this highlight.
  • While methods of hydrogen production that do not use fossil fuel would be more sustainable
  • The challenges facing the use of hydrogen in vehicles include production, storage, transport and distribution.
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  • The hydrogen infrastructure consists mainly of industrial hydrogen pipeline transport and hydrogen-equipped filling stations like those found on a hydrogen highway. Hydrogen stations which are not situated near a hydrogen pipeline can obtain supply via hydrogen tanks, compressed hydrogen tube trailers, liquid hydrogen tank trucks or dedicated onsite production.
  • Hydrogen use would require the alteration of industry and transport on a scale never seen before in history. For example, according to GM, 70% of the U.S. population lives near a hydrogen-generating facility but has little access to hydrogen, despite its wide availability for commercial use.[64] The distribution of hydrogen fuel for vehicles throughout the U.S. would require new hydrogen stations that would cost, by some estimates approximately 20 billion dollars[65] and 4.6 billion in the EU.[66] Other estimates place the cost as high as half trillion dollars in the United States alone.[67]
  • Hydrogen fuel does not occur naturally on Earth and thus is not an energy source, but is an energy carrier. Currently it is most frequently made from methane or other fossil fuels. However, it can be produced from a wide range of sources (such as wind, solar, or nuclear) that are intermittent, too diffuse or too cumbersome to directly propel vehicles. Integrated wind-to-hydrogen plants, using electrolysis of water, are exploring technologies to deliver costs low enough, and quantities great enough, to compete with traditional energy sources.[2]
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    Fuel cell cars are expensive.  The fuel cell costs a lot
Kenuvis Romero

Insula (building) - Wikipedia, the free encyclopedia - 0 views

  • In Roman architecture, an insula (Latin for "island," plural insulae) was a kind of apartment building that housed most of the urban citizen population of ancient Rome, including ordinary people of lower- or middle-class status (the plebs) and all but the wealthiest from the upper-middle class (the equites). The traditional elite and the very wealthy lived in domus, large single-family residences, but the two kinds of housing were intermingled in the city and not segregated into separate neighborhoods.[1] The ground-level floor of the insula was used for tabernae, shops and businesses, with the living space upstairs. Like modern apartment buildings, an insula might have a name, usually referring to the owner of the building.[2]
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
  • The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. In an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the Internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
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  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
  • Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
  • and tag websites
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
  • The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
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    My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
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    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
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    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
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    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
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    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
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    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
Eric Postman

Working dog - Wikipedia, the free encyclopedia - 0 views

  • This working dog is a border collie mix. A working dog refers to a canine working animal, i.e., a type of dog that is not merely a pet but learns and performs tasks to assist and/or entertain its human companions, or a breed of such origin.
cjohnson2004

American Civil War - Wikipedia, the free encyclopedia - 1 views

    • cjohnson2004
       
      Start of Civil War
  • In response to the election of Abraham Lincoln as President of the United States, 11 southern slave states declared their secession from the United States and formed the Confederate States of America
  • n April 1861, Lincoln announced the Union blockade of all Southern ports; commercial ships could not get insurance and regular traffic ended. The South blundered in embargoing cotton exports in 1861 before the blockade was effective; by the time they realized the mistake it was too late. "King Cotton" was dead, as the South could export less than 10% of its cotton.[134]
Marc Safran

Teaching With Wikis (University of Minnesota) - 2 views

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    Using wikis to support teaching and learning. References and resources on using wikis i education.
Nancy White

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 129 views

  • Track participation: Assign a wiki page to a group project, and then individual pages for each student to show their participation.
    • Nancy White
       
      I like this idea. Moves towards student ownership of learning. This is an easy formative assessment piece to put in place.
  • Solving wiki: Post difficult math problems, such as calculus, so that the class can collaboratively solve them.
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    great ideas for multiple uses of wikis - with examples of each, however some of these links don't work.
Lewis Thong

Racial Harmony Day - Wikipedia, the free encyclopedia - 6 views

  • Racial Harmony Day (Chinese: 种族和谐日) is celebrated annually on 21 July in Singapore. The event is to commemorate the 1964 Race Riots, which took place on 21 July 1964. Racial Harmony Day also represents a day for schools to reflect on, and celebrate Singapore's success as a racially harmonious nation and society built on a rich diversity of culture and heritage. In schools all across the nation on that day, students are encouraged to be dressed in their traditional costumes such as the Cheongsam and the Baju Kurung
trisha_poole

Wikis in the Classroom: Three Ways to Increase Student Collaboration - Faculty Focus | ... - 200 views

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    I've long said that professors who want to explore teaching with technology should begin with a social media tool rather than a Learning Management System. Web 2.0 tools are simple to use, invite student collaboration, and are usually less administratively clunky and complex than an LMS.One of the easiest and most powerful tools is the regular old wiki. Wikis are simply web pages that can be edited by their users. Instead of only carrying content from the administrator, they harness the power of crowdsourcing to create a powerful communal resource.
Kate Pok

Intersections: History and New Media: Wiki in the History Classroom - 5 views

  • Students did not agree on the merits of the wiki. Some were deeply offended when other students eliminated or modified their contributions. Others found the chance to pick apart other’s words and conclusions exhilarating. Regardless, most students seemed to grasp the important lesson I hoped to share: that history is the conversation we have about the past. History is about the authorial choices scholars make. History is about the evidence included and the evidence excluded. By asking students to participate in a joint-writing exercise, they were compelled to pay attention to the language others used, the phrasings and structure employed, the anecdotes emphasized, the facts obscured. I told them the story of an undergraduate English professor I had who spent an entire class session discussing why Shakespeare began Macbeth with the word “when”. Words matter. Words shape arguments. They determine meaning, and they form our view of the world around us, including our view of the history of the world around us. Students also came to appreciate that history was not a bag of facts we historians force them to memorize. Instead, as Appleby, Hunt, and Jacob suggest, history is the product of that collective effort of truth seeking.
  • I still caution students about using Wikipedia. But I think the wiki can help our students see themselves as part of that democratic conversation so important to our profession. Throwing their ideas into the ring for others to challenge forces students to defend their ideas, modify their conclusions, and reconsider their assumptions. The wiki, while not perfect, may help us change the way our students think about history. It may help them be more attentive to language and argument. Importantly, it may help them value civil discourse as a civic virtue. These are good lessons for history students and for their professors. —Kevin B. Sheets is associate professor of history at the State University of New York, College at Cortland and project director of the “American Dream Project,” a Teaching American History grant-based project in upstate New York. He regularly teaches courses in historical methods and American intellectual and cultural history.
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    Great description of the merits of using a wiki in a classroom.
BalancEd Tech

BalancEdTech - Wikid Wide Walls - 58 views

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    A wide set of wikis that demonstrate the "wide walls" afforded to teachers and students through the use of wikis. Related workshop: http://balancedtech.wikispaces.com/Wiki+Workshop
Judy Arzt

The Best Educational Wikis of 2011 - 187 views

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    The winners for the best educational wikis for 2011 are featured, with links to their wiki. First place: ICTmagic, 2nd Resources for History Teachers, etc.
Kenuvis Romero

John Crowley - Wikipedia, the free encyclopedia - 0 views

  • John Crowley (born December 1, 1942) is an American author of fantasy, science fiction and mainstream fiction. He studied at Indiana University and has a second career as a documentary film writer. He is best known as the author of Little, Big (1981), which received the World Fantasy Award for Best Novel and has been called "a neglected masterpiece" by Harold Bloom[3] and his Aegypt series of novels which revolve around the same themes of Hermeticism, memory, families and religion.
BalancEd Tech

Wikispaces Webinar - Birmingham Public Schools - August 18, 2010 - 54 views

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    Ellumiate session with the second half focusing on the ways Birmingham Public Schools have used wikis throughout the district. Links to dozens of wiki ideas are mentioned. http://ignite.wikis.birmingham.k12.mi.us/Wikispaces
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