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Jac Londe

CVM - Manitou - Recherche de niveau avancé - 8 views

  • L'art contemporain exposé aux rejets...
  •  Auteur:
  • Heinich, Nathalie
  • ...10 more annotations...
  •  Sujets: Christo,  (4 notices ; auteur de 4 notices)1935- Buren, Daniel,  1938- Pagès, Bernard,  (Auteur de 1 notice )1940- Raynaud, Jean-Pierre,  (Auteur de 1 notice )1939- Huang, Yong Ping,  1954- Pinoncelli, Pierre  Art  (123 notices)--20e siècle ;  Modernisme (Art) (12 notices) 
  • N6490.H435 1998
  • Auteurs: Christo,  (4 notices ; sujet de 4 notices)1935- ; Alloway, Lawrence,  (3 notices)1926-  Titre:Christo /  [by] Lawrence Alloway.  Éditeur: New York : H. N. Abrams, c1969.
  • NB893 C5.A4 1969
  • Auteur: Christo,  (4 notices ; sujet de 4 notices)1935-  Titre:Christo :  Surrounded islands, Biscayne Bay, Greater Miami, Florida, 1980-83 / Christo ; photos, Wolfgang Volz ; introd. and picture comment., David Bourdon ; essay, Jonathan Fineberg ; report, Janet Mulholland.  Éditeur: New York : H. N. Abrams., 1986.
  • N7193 C5.A76 1986 R.P
  • Baal-Teshuva, Jacob,  1929- ; Philippi, Simone  ; Christo,  (4 notices ; sujet de 4 notices)1935- ; Jeanne-Claude,  (Sujet de 1 notice )1935-  Titre:Christo & Jeanne-Claude /  Jacob Baal-Teshuva ; avec des photos. de Wolfgang Volz ; trad. française, Jacques Bosser.  Éditeur: Cologne, Allemagne : Taschen, c1995.
  • Auteurs:
  • N7193 C5.B3214 1995
  • EnvironnEmEnt (Art).$a Land art.$a Art concEptuEl.
Florence Dujardin

E-lEarning in India: thE rolE of national culturE and stratEgic implications - 0 views

  •  
    Purpose - The primary purpose of this research paper is to understand the role of national cultural dimensions on e-learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better. Design/methodology/approach - This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. examples from the literature are also used to strengthen the proposed hypotheses. Findings - This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in-group collectivism, and future-orientation influence e-learning practices. This study distinguishes between synchronous and asynchronous methods of e-learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed. Practical implications - This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e-learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also. Originality/value - This research also proposes a theoretical e-learning model identifying the impact of national cultural dimensions on e-learning practices. This research also provides practitioners a strategic implications model that could be implemented for e-learning initiatives in multinationals.
Marc Patton

calibre - e-book management - 54 views

  •  
    Calibre is a free and open source e-book library management application developed by users of e-books for users of e-books. It has a cornucopia of features divided into the following main categories: Library Management, e-book conversion, Syncing to e-book reader devices, Downloading news from the web and converting it into e-book form, Comprehensive e-book viewer, Content server for online access to your book collection
  •  
    calibre is a free and open source e-book library management application developed by users of e-books for users of e-books.
bpedegani

quader_p.pdf - 5 views

shared by bpedegani on 26 Jan 17 - No Cached
  • Quaderni
  • I
    • bpedegani
       
      Cosa sono i quaderni?
  • è
    • bpedegani
       
      Leggere questo capitolo introduttivo
  • ...19 more annotations...
  • ridotto l'umanità in tale stato di follia, che presto proromperà frenetica a sconvolgere e a distruggere tutto
  • Io non opero nulla.
    • bpedegani
       
      ricorda qualche altro testo letto quest'anno?
  • u
  • Che giova all'uomo non contentarsi di ripeter sempre le stesse operazioni? Già, quelle che sono fondamentali e indispensabili alla vita, deve pur compierle e ripeterle anch'egli quotidianamente, come i bruti, se non vuol morire. Tutte le altre, mutate e rimutate di continuo smaniosamente, è assai difficile non gli si scoprano, presto o tardi, illusioni o vanità, frutto come sono di quel tal superfluo, di cui non si vede su la terra né il fine né la ragione. e chi ha detto al mio amico Simone Pau, che il bruto non sa? Sa quello che gli è necessario e non s'impaccia d'altro, perché il bruto non ha in sé alcun superfluo. L'uomo che l'ha, appunto perché l'ha, si pone il tormento di certi problemi, destinati su la terra a rimanere insolubili. ed ecco in che consiste la sua superiorità! Forse quel tormento è segno e prova (speriamo, non anche caparra!) di un'altra vita oltre la terrena; ma, stando così le cose su la terra, mi par proprio d'aver ragione quando dico ch'essa è fatta più pe' bruti che per gli uomini.
    • bpedegani
       
      quale idea emerge del lavoro "artisico"'?
  • l'impassibilità
  • Ma che cosa poi farà l'uomo quando tutte le macchinette gireranno da sé, questo, caro signore, resta ancora da vedere
  • Ma che cosa poi farà l'uomo quando tutte le macchinette gireranno da sé, questo, caro signore, resta ancora da vedere
  • Simone Pau,
  • Conosco anch'io il congegno esterno, vorrei dir meccanico della vita che fragorosamente e vertiginosamente ci affaccenda senza requie
  • Scusa, e come so io del monte, dell'albero, del mare? Il monte è monte, perché io dico: Quello è un monte. Il che significa: io sono il monte. Che siamo noi? Siamo quello di cui a volta a volta ci accorgiamo. Io sono il monte, io l'albero, io il mare. Io sono anche la stella, che ignora se stessa! Restai sbalordito. Ma per poco. Ho anch'io - inestirpabilmente radicata nel più profondo del mio essere - la stessa malattia dell'amico mio.
  • V
    • bpedegani
       
      rapporto uomo-natura
  • V
    • bpedegani
       
      uomo con violino
  • monco
    • bpedegani
       
      Leggere
  • come un monco vergognoso può mostrare il suo moncherino.
  • Ti dico una vera bestia, un pachiderma, che si ruguma quieto quieto il suo lungo nastro di carta traforata. “Fa tutto da sé - dice il proto al mio amico. - Tu non hai che a darle da mangiare di tanto in tanto i suoi pani di piombo, e starla a guardare.”
  • Nestoroff...
  • Un violino, nelle mani d'un uomo, accompagnare un rotolo di carta traforata introdotto nella pancia di quell'altra macchina l
  • Impassibile.
  • II
Sasha Thackaberry

E-lEarning on thE risE - 28 views

  • E-lEarning is a growing trEnd at community collEgEs, according to survEy rEsults from thE National Association for Community CollEgE EntrEprEnEurship (NACCE) and HEwlEtt-Packard (HP).
  • E-lEarning is alrEady usEd at 47 pErcEnt of community collEgEs and is ExpEctEd to incrEasE to 55 pErcEnt within two yEars. ThE survEy of 578 community collEgE faculty was conductEd by Eric Liguori, an assistant profEssor at California StatE UnivErsity.
  • Eighty-four pErcEnt of rEspondEnts bEliEvE E-lEarning is a valuablE Educational tool.
  • ...4 more annotations...
  • The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
  • When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
  • Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
  • “Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCe President and CeO Heather Van Sickle.
Maria José Vitorino

To Share or Not to Share: Is That the Question? (eDUCAUSe Review) | eDUCAUSe - 28 views

  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
  • ...4 more annotations...
  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  •  
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  •  
    University context for open sources, sharingand digital trends era
Ricardo Pimenta

Comissão da Verdade tem que investigar a Globo - Revista Fórum | Revista Fórum - 4 views

    • Ricardo Pimenta
       
      Parte das críticas aponta para o aparente desinteresse em investigar as possíveis ligações e colaborações da grande mídia com o projeto do regime militar
  • Houve uma construção deliberada, de jornais como O Globo, a Folha e o estadão, para criar uma atmosfera de golpe. Há inúmeros estudos que revelam a articulação
  • aqueles que efetivamente contribuíram para o golpe, foram grandes empresas, com ênfase nas empresas de mídia
  • ...2 more annotations...
  • A concentração da mídia e do mercado de publicidade é um fenômeno mundial, que aconteceria com ou sem ditadura. Mas com a ditadura, ele se deu de maneira muito mais brutal, com artificialismo e enorme interferência estrangeira. A Comissão investigará, por exemplo, o apoio dos estados Unidos às Organizações Globo, antes e depois da ditadura?
  • O Brasil merece a verdade
  •  
    após um ano, CNV sofre com o desgaste. Críticas passam a figurar mais e mais nas redes sociais e na internet.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific American - 25 views

  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
  • ...5 more annotations...
  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher education entrance examination ReAD test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
Roland Gesthuizen

E-Book SalEs RisE in ChildrEn's and Young Adult CatEgoriEs - NYTimEs.com - 28 views

  • now that e-readers are cheaper and more plentiful, they have gone mass market, reaching consumers across age and demographic groups, and enticing some members of the younger generation to pick them up for the first time.
  • Kids are drawn to the devices, and there’s a definite desire by parents to move books into this format,” Ms. Vila said. “Now you’re finding people who are saying: ‘Let’s use the platform. Let’s use it as a way for kids to learn.’ 
  • I didn’t buy it until I knew that the teachers in middle school were allowing kids to read their books on their e-readers
  • ...1 more annotation...
  • the family used the local library — already stocked with more than 3,000 e-books — to download titles free, sparing her the usual chore of “lugging around 40 pounds of books
  •  
    "EvEr sincE thE holidays, publishErs havE noticEd that somE unusual titlEs havE spikEd in E-book salEs. ThE "ChroniclEs of Narnia" sEriEs. "Hush, Hush." ThE "Dork DiariEs" sEriEs. At HarpErCollins, for ExamplE, E-books madE up 25 pErcEnt of all young-adult salEs in January, up from about 6 pErcEnt a yEar bEforE - a boom in salEs that quickly got thE attEntion of publishErs thErE. "
  •  
    Interesting to read how children are now increasingly choosing to buy eBooks and a role for schools.
Peter Beens

Education WEEk TEachEr: TEaching SEcrEts: Communicating With ParEnts - 1 views

  •  
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
donnawesley

New Zealand Ministry of education. (n.d.). Learning with digital technologies PLD for schools / Professional development / Professional learning / enabling e-Learning - enabling eLearning - 10 views

  •  
    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography.
donnawesley

Gray, T. (2014). Enabling E-LEarning: ProfEssional lEarning community. PErsonal Blog. - 17 views

  •  
    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
  •  
    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
Steve Ransom

News: The New Student excuse? - Inside Higher ed - 0 views

    • Steve Ransom
       
      Do Ivy League students just know how to cheat better?
  • Who are the best customers? "Not to anyone's surprise, but my best clients are from Ivy and top tier schools. I guess the more perfect people think you are, the more likely in life you are to cheat to keep that perception."
    • Steve Ransom
       
      Do Ivy League students just know how to cheat better?
  •  
    Corrupted-Files.com offers a service -- recently noted by several academic bloggers who have expressed concern -- that sells students (for only $3.95, soon to go up to $5.95) intentionally corrupted files. Why buy a corrupted file? Here's what the site says: "Step 1: After purchasing a file, rename the file e.g. Mike_Final-Paper. Step 2: e-mail the file to your professor along with your 'here's my assignment' e-mail. Step 3: It will take your professor several hours if not days to notice your file is 'unfortunately' corrupted. Use the time this website just bought you wisely and finish that paper!!!"
Clint Hamada

e-Portfolios: An overview : JISC - 69 views

  • But most importantly we are interesed in e-portfolios because there is emerging, often powerful evidence from practitioners  and learners of how e-portfolios can promote more profound forms of learning, as well their further potential in supporting for example transition between institutions and stages of education, and in supporting professional development and applications for professional accreditation.
  • An e-portfolio is a purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc. which 'presents' a selected audience with evidence of a person's learning and/or ability
  • Behind any product, or presentation, lie rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receifing and responding to feedback.
  • ...1 more annotation...
  • Descriptions of e-portfolio processes also tend to include the concepts of learners drawing from both informal and and formal learning activities to create their e-portfolios
Randolph Hollingsworth

U. of Notre Dame Reports on experiment to Replace Textbooks With iPads - Wired Campus - The Chronicle of Higher education - 35 views

  • replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers
  • students were more connected in and out of the classroom
  • said that the iPad made it easier to collaborate and manage group projects
  • ...4 more annotations...
  • Dropbox
  • Students lamented not being able to write in the margins of their assigned readings
  • computer-based final exam,
  • iAnnotate
  •  
    Research report emphasizing cultural change to iPad for e-reading sharing/collaborative work (e.g., Dropbox and iAnnotate) but online final exam still chose laptops (since not collaborative effort?)
Björn Hedin

Princeton University - Kindle pilot results highlight possibilities for paper reduction - 20 views

  • However, e-readers must be significantly improved to have the same value in a teaching environment as traditional paper texts, participants said.
  • but they also said the ability to highlight directly on traditional text, to take notes and flip pages for ease in navigation suffers in the e-reader.
  • With hopes of assisting industry with the refinement of e-readers, and providing useful information to other academic institutions considering the devices, information and data from the one-time pilot have been compiled on an Office of Information Technology (OIT) website.
  • ...5 more annotations...
  • About 65 percent of the participants in the pilot said they would not buy another e-reader now if theirs was broken. Almost all the participants said they were interested in following the technology to its next stages, because they think a device that works well in academia would be worth having.
  • "I found the device difficult to use and not conducive to academic purposes," he said, and added, "But I can see how it can be used for pleasure reading."
  • What they liked best about the devices was: the battery life, the wireless connection and the portability of the e-reader; the fact that all the course reading was on one device; the ability to search for content; and the legibility of the screen, including the fact it could be read in full sunlight. The top five suggestions students had for improving e-readers were: improving the ability to highlight and annotate PDF files; improving the annotation tools; providing a folder structure to keep similar readings together; improving the highlighting function; and improving the navigation within and between documents on the reader (including having more than one document open at the same time for comparison).
  • "The Kindle would be better for an academic setting if the PDF format worked more effectively,"
  • "There would be a greater benefit realized if the devices could develop a better way to deliver the ubiquitous PDF document, which is used by many journals and libraries to deliver documents, and is the common format in which dissertations and theses are published and read by faculty," Temos said. "Some students said they spent a considerable amount of time printing PDF documents during the semester, and hardly ever referred back to them once the semester was over. I don't expect that is unusual."
eileenanne

ilearnOhio - Your source for online learning - 37 views

  •  
    ilearnOhio is a comprehensive e-learning platform funded by the Ohio General Assembly to ensure that Ohio students have access to high-quality online courses. This statewide platform includes a searchable repository of standards-aligned educational content (courses and digital resources), an e-commerce marketplace, and a learning management system to facilitate the delivery of course content from multiple providers to various end users. ilearnOhio is administered by the Ohio Resource Center, located at the College of education and Human ecology at The Ohio State University, under the direction of the Ohio Board of Regents.
  •  
    ilearnOhio is a comprehensive e-learning platform funded by the Ohio General Assembly to ensure that Ohio students have access to high-quality online courses. This statewide platform includes a searchable repository of standards-aligned educational content (courses and digital resources), an e-commerce marketplace, and a learning management system to facilitate the delivery of course content from multiple providers to various end users. ilearnOhio is administered by the Ohio Resource Center, located at the College of education and Human ecology at The Ohio State University, under the direction of the Ohio Board of Regents.
Glenn Hervieux

Top 10 e-Learning Statistics for 2014 You Need To Know - eLearning Industry - 45 views

  •  
    "The rise in e-Learning's popularity isn't showing any signs of slowing. In fact, judging by the following Top 10 eLearning statistics for 2014 article and infographic, the future of the e-Learning Industry is brighter than ever."
Martin Burrett

EdTEch Lunch with @ICTMagic highlights way to gEt rid of nEEdlEss school E-mails - 5 views

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    "In the first of a series of 5 webinars, Martin Burrett (@ICTMagic) showcased innovative ways that school leaders and teachers can eliminate the bulk of e-mails out of their school lives. Using online, collaborative communication tools, teachers and school leaders can easily send messages to each other, with fantastic tools that allow users to 'turn off notifications', or turning on 'snooze mode'. Such features help in that messages only arrive when the user specifies, therefore eliminating the need to deal with e-mails when they arrive at a time when individuals should be resting."
Michèle Drechsler

Socialbookmarking with Diigo and Education. A survEy that could intErEst you. - 77 views

Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with the "Resume later" button: this would ask you a login and password to save your answers. Then...

socialbookmarking Diigo survey research

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