Skip to main content

Home/ Diigo In Education/ Group items matching "texting,communication" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Mac Jackson

Digital Is - 21 views

digitalis.nwp.org/5056

literacy ecomp6106su15 21st Century Jackson

shared by Mac Jackson on 16 Nov 16 - No Cached
  • Mac Jackson on 16 Nov 16
     
    What qualifies as "text" is shifting every bit as much as our ever-changing definition of literacy. This resource expands our definition of texts, relying on John Greene's central principals that stories are: a). about communication, b). acts of empathy, c). opportunities to think critically and thoughtfully, thereby connecting us with each other, and d). springboards to learn more about others, our world around us, and ultimately, ourselves.
Tracy Tuten

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearning.com - 60 views

www.techlearning.com/31582

learning storytelling publishing sme

shared by Tracy Tuten on 20 Aug 10 - Cached
  • Mixbook (or Mixbook for Educators) is a photo-based creation platform that offers hundreds of layouts and backgrounds to choose from along with customizable frames and text to make your book beautiful. Just pick a layout, drag-and-drop your photos into the photo slots, and edit to your heart's content.
  • Though the site's examples suggest using the books to gather wedding, travel, and baby albums, this program can absolutely used to create stories around historic photographs and artifacts, original art, to produce a class yearbook, to share an oral or personal history or journey, to tell the story of a field trip.  Mixbook for Educators now offers a secure collaborative environment for sharing their ebooks, as well as discounts on printed products, should you choose to print.  (A similar option is Scrapblog.)
  • Storybird, a collaborative storybook building space designed for ages 3-13, inspires young writers to create text around the work of professional artists and the collection of art is growing. Two (or more) people create a Storybird in a round robin fashion by writing their own text and inserting pictures. They then have the option of sharing their Storybird privately or publicly on the network. The final product can be printed (soon), watched on screen, played with like a toy, or shared through a worldwide library. Storybird is also a simple publishing platform for writers and artists that allows them to experiment, publish their stories, and connect with their fans.
  • ...4 more annotations...
  • Myth and Legend Creator 2 shares a collection of traditional stories from England and around the world to hear and read. The site offers historical context for each story, story time lines and maps, ideas for use of the story in the classroom, and student work inspired by the story.  The Story Creator--with its libraries of backgrounds, characters, props, text bubbles, sound and video recording tools, and options to upload--provides students easy opportunities to create their own versions of traditional stories.
  • The Historic Tale Construction Kit is similar in that it helps students construct stories around a theme, in this case stories set in the middle ages with movable, scalable beasts, folks, braves, buildings. and old-style text.
  • Tikatok is a platform devoted to kid book publishing at a variety of levels.  Children have the option of exploring a collection of interactive story templates called StorySparks prompts, personalizing an existing book with their own names in Books2Go, with their own names, or starting from scratch in Create Your Own Book. Tikatok’s Classroom Program allows teachers to share lesson plans, view and edit students' work online, encourage collaboration, and track writing progress.
  • Big Universe is both an online library and a publishing and sharing community for grades K through 8.  Using Big Universe Author, students may create, research, and collaborate on books using a library of more than 7000 images and interactive tools.
  • Tracy Tuten on 20 Aug 10
     
    Digital publishing tools for creating story books
Barbara Moose

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Plagiarism_in_the_Internet_Age.aspx - 0 views

www.ascd.org/...arism_in_the_Internet_Age.aspx

plagiarism Internet research intellectual_property

shared by Barbara Moose on 25 Mar 09 - Cached
  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources
  • instruction should focus on
  • summarizing sources
  • ...5 more annotations...
  • Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
  • Any worthwhile guide to preventing plagiarism should Discuss intellectual property and what it means to "own" a text. Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article). Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough. Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.
  • That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.
  • through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.
  • communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work.
Virginia Meadow

Frames - Animation and Digital Storytelling Software | Tech4Learning - 6 views

www.tech4learning.com/frames

shared by Virginia Meadow on 12 Sep 09 - Cached
  • Introducing Frames 4! Frames is educational software for stop-motion animation, claymation, and digital storytelling. Creating illustrated animations, movies and digital stories engages students in the curriculum, encourages problem-solving, promotes creativity, and helps students develop 21st-century communication skills. Students can use Frames to create movies, animated GIF files, and Flash animations to share with the world.
  • dents more than creating clay animation. With Frames as the foundation in the Clay Animation Kit, this motivating process transforms your classroom into an active learning
  • Clay Animation Nothing engages stu
  • ...2 more annotations...
  • Communicating visually is an essential 21st-century skill. With Frames integrated drawing tools, students can illustrate their own animated diagrams, graphs, procedures, and more, helping them understand concepts that are difficult to explain using text alone. (L
  • ents more than creating clay animation! Use Frames to transform your classroom into an active learning environment and begin having your student develop exciting cross-curricular group projects that incorporate writing and technology skills. (Learn More)
  • Virginia Meadow on 14 Sep 09
     
    Frames is educational software for stop-motion animation, claymation, and digital storytelling. Frames helps students develop 21st-century communication skills.
Jay Swan

HomeworkNOW.com - 95 views

www.homeworknow.com

Parents Communication Teaching Education Twitter Facebook

shared by Jay Swan on 10 Mar 10 - Cached
  • Jay Swan on 10 Mar 10
     
    Communicate take home notices, announcements, homework, images, notes, videos, etc. through RSS Feeds, Facebook, Twitter, text messages and more - all in a "Green", paperless way.
Thieme Hennis

Cowbird · About - 75 views

cowbird.com/about

storytelling mobile community

shared by Thieme Hennis on 10 Jan 14 - No Cached
  • Thieme Hennis on 10 Jan 14
     
    "Cowbird is a library of human experience. We are a community of tens of thousands of storytellers, located all over the world. We offer free and simple storytelling tools for anyone to use, combining photos, audio, and text into heartfelt personal vignettes. We've designed Cowbird to reflect the basic truths that all human lives are interconnected, that great stories can come from anywhere, and that we can learn a lot from each other, once we make the time to listen. This is a place to slow down and go deeper - our mission is to build to world's first public library of human experience, so the knowledge and wisdom we accumulate as individuals may live on as a part of the commons, available for this and future generations to look to for guidance."
gaby eyzaguirre

Bloomz vs. Remind: Which Parent Communication App is Better? - 7 views

www.weareteachers.com/nication-app-should-you-choose

Bloomz texting messaging communication parent student text

shared by gaby eyzaguirre on 15 Jan 19 - No Cached
  • gaby eyzaguirre on 15 Jan 19
     
    "Bloomz"
mgranger

Media and Technology Resources for Educators | Common Sense Media - 15 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship cyberbullying Internet_safety cipa

shared by mgranger on 01 Apr 11 - Cached
  • gital driver's license
  • with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
  • Marc Patton on 01 Apr 11
     
    Digital citizenship curriculum targets 4th, 5th graders
  • Susan Crowley on 03 Jul 11
     
    Lesson plans, articles, and tools to teach Digital Citizenship and Internet Safety
  • mgranger on 23 Aug 12
     
    Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning to write - Reflective Practice - Volume 6, Issue 4 - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Education - 0 views

chronicle.com/...127105

education myths information age books

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
  • ...7 more annotations...
  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
Caroline Kuhn

From Internet to Gutenberg 1996 - 30 views

www.umbertoeco.com/...nternet-to-gutenberg-1996.html

Gutenberg Humberto Ecco

shared by Caroline Kuhn on 10 Jun 15 - Cached
  • remember books. Books challenge and improve memory
  • (The book will kill the cathedral, alphabet will kill images).
  • During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced that the linear way of thinking instaured by the invention of the press, was on the verge of being substituted by a more global way of perceiving and understanding through the TV images or other kinds of electronic device
  • ...8 more annotations...
  • the computer has become, first of all, an alphabetic instrument
  • These same teen-agers, if by chance they want to program their own home computer, must know, or learn, logical procedures and algorithms, and must type words and numbers on a keyboard, at a great speed. In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
  • Today the concept of literacy comprises many media. An enlightened policy of literacy must take into account the possibilities of all of these media. Educational preoccupation must be extended to the whole of media.
  • Images have, so to speak, a sort of Platonic power: they transform individuals into general idea
  • who will receive pre-fabricated images and therefore prefabricated definitions of the world, without any power to critically choose the kind of information they receive, and those who know how to deal with the computer, who will be able to select and to elaborate information.
  • This will re-establish the cultural division which existed at the time of Claude Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious, scientifical or philosophical matters, and those who were only educated by the images of the cathedral, selected and produced by their masters, the literate few.
  • With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event registered at the beginning with a series of similar events disseminated all along the text, I can compare the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their birth and death - in short, I can do my job in few seconds or few minutes.
  • Even if it were true that today visual communication overwhelms written communication, the problem is not to oppose written to visual communication. The problem is how to improve both.
  • Caroline Kuhn on 10 Jun 15
     
    Or the Elements of Euclid.
Kathleen Gormley

Sherry Turkle: Connected, but alone? | Video on TED.com - 49 views

www.ted.com/...rry_turkle_alone_together.html

connected TED

shared by Kathleen Gormley on 27 Feb 13 - No Cached
  • Kathleen Gormley on 27 Feb 13
     
    Sherry Turkle (TED Talk), a professor at MIT, discusses (2012) how our many devices isolate us. Just last week, I watched a group of seniors at a coffee shop sitting together and texting rather than conversing. It made me think about their definitions of communication. Thought provoking.
Randy Rodgers

Jauntful - 106 views

jauntful.com

maps travel tools mapping social guides web2.0

shared by Randy Rodgers on 08 May 14 - No Cached
  • Randy Rodgers on 08 May 14
     
    Site lets users create interactive maps of any location. Users add pins, then share stories or information, images, etc. Could be a good tool for students learning about historical places, local communities, etc. Also a good tool for writing short expository texts.
Deborah Baillesderr

Flipgrid. - 82 views

www.flipgrid.com/info

presentation tool education

shared by Deborah Baillesderr on 24 Oct 15 - No Cached
  • Deborah Baillesderr on 24 Oct 15
     
    "Create grids of questions or topics using text or video and share your questions with whomever you like. Your audience then responds with recorded videos. Flipgrid boosts community and collaboration in classrooms, corporations, and at conferences around the world."
Nigel Coutts

Visual Literacy - Metalanguage & Learning - 59 views

thelearnersway.net/...literacy-metalanguage-learning

learning visual literacy

shared by Nigel Coutts on 04 Oct 15 - No Cached
  • Nigel Coutts on 04 Oct 15
     
    An increasingly significant aspect of literacy is an awareness of the visual elements that fall beyond the traditional components of written text. Termed 'Visual Literacy' this is the ability to read and create communications that use visual elements. It combines the skills of traditional literacy with knowledge of design, art, graphic arts, media and human perception. It takes literacy further beyond a decoding of text to a decoding of the complete package around the communication.
Steven Engravalle

Cool Infographics - Blog - 200+ Infographic Resumes, an escalating trend - 8 views

www.coolinfographics.com/...sumes-an-escalating-trend.html

infographics resumes resources

shared by Steven Engravalle on 03 Jul 12 - No Cached
  • Steven Engravalle on 03 Jul 12
     
    In the book, "Literacy is Not Enough," the authors talk about media fluency and the fact that students need to be able to communicate with multimedia as well as they do with text. We are seeing this trend in so many places, and this site offers some great examples in "visual resumes." Sample projects like this take the digital portfolio so many schools have developed to the next level.
Christopher Lee

Why I Like Prezi - 0 views

blog.pamelafox.org/...why-i-like-prezi.html

prezi powerpoint ppt presentation edtech tools

shared by Christopher Lee on 25 Jul 12 - No Cached
  • Christopher Lee on 25 Jul 12
     
    Why I Like Prezi In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice. Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why: It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them. It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
Elizabeth Resnick

Stoodle - 79 views

stoodle.ck12.org

collaboration whiteboard

shared by Elizabeth Resnick on 16 Dec 13 - No Cached
  • Elizabeth Resnick on 16 Dec 13
     
    Features:  - Real-time collaboration on a virtual whiteboard with infinite pages  - Real-time communication through voice conferencing and text chat  - Permanent storage of all classrooms for later access  - Support for image uploading  - Access to basic drawing tools and colors
Rhonda Bonnstetter

Put the internet to work for you. - IFTTT - 46 views

ifttt.com

tools IFTTT productivity automate

shared by Rhonda Bonnstetter on 30 Jun 14 - No Cached
  • Rhonda Bonnstetter on 30 Jun 14
     
    If This Then That is a helpful website for automating many routine online tasks. If This Then That helps you automate tasks like saving your Pinterest pins to your Evernote account, setting text alerts for calendar events, and sending email attachments directly to your Dropbox account. There are thousands of formulas, "recipes" is what IFTTT calls them, available in the gallery of recipes. The recipes are all contributed by the community of IFTTT members and you can contribute too. You can browse channels of recipes that are based on the use of popular services like Gmail, Dropbox, Evernote, Instagram, and Google Drive. Click here to see the hundreds of recipes that incorporate Google Drive functions.
Penny Roberts

VOCEDplus | VOCEDplus: the international tertiary education research database - 19 views

www.voced.edu.au/

research voced education database

shared by Penny Roberts on 03 Sep 14 - Cached
  • Penny Roberts on 03 Sep 14
     
    "VOCEDplus is a free research database for tertiary education, especially as it relates to workforce needs, skills development, and social inclusion. It encompasses vocational education and training (VET), higher education, adult and community education, informal learning, and VET in Schools. It is international in scope and contains over 55,000 English language records, many with links to full text documents."
‹ Previous 21 - 40 of 83 Next › Last »
Showing 20▼ items per page