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"This type of garden is wonderful for a community. They can provide food, bring people together, and create a beautiful, productive space to be enjoyed by all. They can be a space of sharing and healing, and can be used by locals in a wide range of ways. In this article, we'll look at how to start a community garden. Though aimed at UK readers plenty of these tips will apply no matter where."

En este artículo revisaremos los que en mi opinión son las 21 herramientas más importantes para el Community Manager con sus principales características.

"It has me thinking about what it would mean to improve online classes. A few ideas come to mind: Use multiple platforms. I'm not against using an LMS as a central hub. However, I think it's valuable to experiment with the types of productivity tools you will actually use outside of a classroom. Use Google Docs to share ideas, create surveys, and ask questions. Use Google Hangouts to meet as a group. Go project-based. I haven't figured this out entirely with my first class but my hope is that we can go fully project-based in the same way that my face-to-face class is. In fact, the asynchronous nature of online classes actually means there is a better potential of creating a project-based culture that mirrors the way people actually work on projects. Make something together. I use a collaboration grid with co-creating and communicating on separate spectrums (x-axis) and multimedia and text on another spectrum (y-axis). This has been an effective way to think through collaborative tools that allow students to co-create. Embrace a synchronous/asynchronous blend: I love using Voxer because students can speak back and forth in the moment. However, if they miss it, they can listen to it later. The same is true of using a Google Hangouts On Air. Make it more connective. We tend to treat online instruction as if it is a linear process and we don't do enough to link things back and forth and connect ideas, resources, discussions and content creation in a seamless, back-and-forth nature. Incorporate multimedia. It's a simple idea, but I create a short video at the beginning of each week and I encourage students to create video and audio as well. This has a way of making things more concrete. There's something deeply human about hearing an actual human voice. I know, crazy, right? Go mobile. I don't simply mean use a smart phone. I mean assign some things that allow students to get out in the world and create videos, snap pictures, or simpl

"EdX is a nonprofit online initiative created by founding partners Harvard and MIT and composed of dozens of leading global institutions, the xConsortium. EdX offers interactive online courses and MOOCs from the world's best universities and institutions. Open edX is the open source platform that powers edX courses. Through our commitment to the open source vision, edX code is freely available to the community. Institutions can host their own instances of Open edX and offer their own classes. Educators can extend the platform to build learning tools that precisely meet their needs. And developers can contribute new features to the Open edX platform. Our goal is to build a thriving worldwide community of educators and technologists who share innovative solutions to benefit students everywhere. We invite you to explore Open edX and participate in our growing movement. Frequently Asked Questions What is Open edX? The Open edX platform is a free--and open source--course management system (CMS) that was originally developed by edX. The Open edX platform is used all over the world to host Massive Open Online Courses (MOOCs) as well as smaller classes and training modules."

"1. The teacher is choosing the technology. It's not always possible, but when you can, let the students choose, and see what happens. Not all of them will be able to. Some need help; so let other students help them. 2. The teacher is choosing the function. This doesn't mean you can't choose the function, but if you students can't control the technology the use nor its function, this can be problematic: the learning is passive from the beginning. 3. The teacher is determining the process. To an extent you have to, but don't overdo it. 4. The technology is distracting. If the technology is more magical than the project, product, collaboration, process, or content itself, try to muffle the bells and whistles. Or use them to your advantage. 5. The technology isn't necessary. You wouldn't use a ruler to teach expository writing, nor would you use a Wendell Berry essay to teach about the Water Cycle. No need for a Khan Academy account and a fully-personalized and potentially self-directed proficiency chart of mathematical concepts just to show a 3 minute video on the number line. 6. The process is too complex. Keep it simple. Fewer moving parts = greater precision. And less to go wrong. 7. Students have access to too much. What materials, models, peer groups, or related content do students actually need? See #6. 8. The teacher is the judge, jury, and executioner. Get out of the way. You're (probably) less interesting than the content, experts, and communities (if you're doing it right). 9. They artificially limiting the scale. Technology connects everything to everything. Use this to the advantage of the students! 10. They're not limiting the scale. However, giving students the keys to the universe with no framework, plan, boundaries or even vague goals is equally problematic. 11. Students access is limited to too little. The opposite of too board a scale is too little-akin to taking students to the ocean to fish but squaring of

"It seems only fitting to explore the role of questions in education by asking questions about the process of doing so. I propose that we start with the customary way of framing this topic and then proceed to questions that are deeper and potentially more subversive of traditional schooling. 1. WHICH QUESTIONS? To begin, let's consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That's why a number of writers have encouraged the use of questions described variously as "true" (Wolf, 1987), "essential" (Simon, 2002), "generative" (Perkins, 1992; Perrone, 1998), "guiding" (Traver, 1998), or "fertile" (Harpaz & Lefstein, 2000). What the best of these share is that they're open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one - or at least when there is reason to prefer some responses to others - the answer isn't obvious and can't be summarized in a sentence. Why is it so hard to find a cure for cancer? Do numbers ever end? Why do people lie? Why did we invade Vietnam? Grappling with meaty questions like these (which were among those generated by a class in Plainview, NY) is a real project . . . literally. A question-based approach to teaching tends to shade into learning that is problem- (Delisle, 1997) and project-based (Kilpatrick, 1918; Blumenfeld et al., 1991; Wolk, 1998). Intellectual proficiency is strengthened as students figure out how to do justice to a rich question. As they investigate and come to understand important ideas more fully, new questions arise along with better ways of asking them, and the learning spirals upwards. Guiding students through this process is not a technique that can be stapled onto our existing pedagogy, nor is it something that teachers can be trained to master during an in-service day. What's required is a continual focus on creating a classroom that is about thinking rather

"Is the form that you receive a message as significant as the message itself? Marshall McLuhan argued that throughout history what has been communicated has been less important than the particular medium through which people communicate. The technology that transfers the message changes us and changes society, the individual, the family, work, leisure and more. Narrated by Gillian Anderson. Scripted by Nigel Warburton. From the BBC Radio 4 series about life's big questions - A History of Ideas. This project is from the BBC in partnership with The Open University, the animations were created by Cognitive."

"Discover Moodle and teach with Gnomio We are just a few Moodle fans offering free tools for the e-learning community. With us you can discover the most widely used open source learning tool, and create your own online learning community. In a few minutes you can have your virtual classroom active, with your own subdomain, secure access, complete administration privileges and totally free."

"In terms of energy conservation, the leaps made in energy efficiency by the infrastructure and devices we use to access the internet have allowed many online activities to be viewed as more sustainable than offline. On the internet, however, advances in energy efficiency have a reverse effect: as the network becomes more energy efficient, its total energy use increases. This trend can only be stopped when we limit the demand for digital communication."

Aquí os dejo un genial post de Randeen Simonsen sobre como trabajar las comunicación matemática a través de los blogs de los estudiantes. Sí, sé que está en inglés, pero es el más interesante que he encontrado para los docentes de Matemáticas.

Listado de más de 35 recursos y herramientas seo (seo tools) para SEOs, webmasters, diseño web, programación, periodismo, content curation (curación de contenidos) y community manager.

"By "NLRBE," I mean core resource-based economy ("RBE") concepts, as fleshed out and expanded by Peter Joseph and his organization, "The Zeitgeist Movement" ("TZM"). *Important Reminder* Please remember that, by using this site, you agree to leave no confidential information in blog post comments or elsewhere on the site, or to rely upon anything in this post, or on this site generally, without qualified, independent, confirming research (per this site's Terms of Use and Privacy Policy, which you agreed to by accessing this site). Why? Unfortunately, on this website and in my blog posts, I can and do offer nothing more than expressions of opinion and general information, which could be inadequately researched, inapplicable to your situation, out-of-date, and/or mistaken. Thus, no statement on my website or blog posts is intended to guarantee any particular outcome for you, or to constitute any kind of advice, legal or otherwise. Qualified "advice" is customized to your particular circumstances, current, accurate, and offered in direct relationship with a qualified professional. And qualified advice is critical to obtain before you take action. I do offer qualified legal advice and assurances of confidentiality, but only within the context of attorney-client relationships, which are formed exclusively via written attorney-client fee agreements, not through blog posts, blog post comments, website pages or communications, or any other means whatsoever (however, please visit my Services page to see whether or not I am currently accepting new clients). By "RBE," I mean the original economic model, as presented by Jacque Fresco and his "Venus Project" ("TVP"). My take on his RBE model is more fully explained in my last blog post, "What Do I Mean by 'Resource-Based Economy' (or 'RBE')?" Given what I heard in a recent talk by Joseph, I am now sorely tempted to begin using the term "NLRBE," rather than "RBE," to refer

Publicado el 15 mar. 2012 Our world is changing at an unprecedented pace. To prepare our students, lessons must go beyond the "3 R's" and foster 21st century skills. Skills like critical thinking, communication, collaboration and creativity will be essential for students to take on the challenges and opportunities that lie ahead.

"Send quick, simple messages to any device."

InfoComm India presents AV systems integrators, as well as business owners and IT managers an excellent opportunity to find out how you can leverage on Pro AV communications technology in your corporate or marketing strategies for your business or organizational success.

The Atlantic covers consequential news and ideas in politics, business, entertainment, technology, health, education, and global affairs.

1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas!  Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, makin