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Jacob Harrison

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shonaangel

How to work smarter, not harder - 0 views

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    The rules of an Olympic relay race are simple. Each team has four athletes who run as fast as they can (for a set distance) before passing a baton to the next runner. The fastest team wins. The baton handoff, though, is not always simple. Imagine passing an 11-inch tube to your teammate while sprinting at top speed. And at the 2008 Summer Games, 16 of the 32 British sprint relay teams were disqualified for incorrect or non-existent baton handovers. Experts called the problem "failure to connect." The botched handovers occurred in a split second, but they had devastating results for the athletes, coaches, and disappointed British fans. The problem of constraints A relay race is just one way to understand the Theory of Constraints (TOC), which was outlined in the classic 1992 book, The Goal. If the race is a business, and the goal is to win (increase profits), passing the baton is the constraint. It's a factor that prevents the organization from getting more of what it wants
HB Arif

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TP Link Deco Login

Ultimate Guide to Deco TP-Link Setup: Step-by-Step Instructions - 0 views

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    Connect a PC to the Deco unit over Ethernet to set up a TP-Link Deco without the app. Put "http:// tplinkdeco.net" into the address bar of an open browser. If you want to manually configure your network settings, just follow the web-based setup tutorial. Make that the modem and Deco unit are connected correctly. Seeking further advice from our website for tp link deco setup without app would be very beneficial. Use our live chat tool to speak with our specialists and obtain more information.
Michael Ryan

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Pooja sharma

Fastest 50 in Australian ODI - Between22yards - 1 views

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Nancy Noah

Writing creative MBA thesis paper - 0 views

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    MBA thesis writing forms a critical part of the entire MBA program. MBA thesis writing can be the cause of a student's completion or non completion of his or her MBA program. First and foremost, MBA thesis writing is not graded by an ordinary lecturer. Instead, MBA thesis writing papers are supervised by a single lecturer, but it is a panel of lecturers who decide whether or not work by a student is satisfactory or not. Secondly, MBA thesis writing must not just consist of an ordinary topic whose content is not convincing or that does not provide a feasible, valid and reliable solution to a current problem in the MBA thesis writing field. On the contrary, thesis papers writing must contain a topic that is not too shallow or too wide. Instead, an MBA thesis writing paper topic must be within a scope or limit that allows only the use of the most satisfactory content. In the case of a highly narrow thesis statement, the MBA thesis writing papers are too shallow and leave out highly relevant content thereby, making them unsatisfactory and worth the lowest grades the rubric criteria has to offer. Too wide thesis topic, on the other hand, is not the best. Although they allow the student to have too much content to meet the number of pages requirements, much of the content is irrelevant and way overboard of what is being sought. Thirdly, MBA thesis writing papers are not should seek to follow the right format. MBA thesis paper format means seeking to accomplish university specific thesis writing format and academic writing thesis requirements. This format is recommended to make MBA thesis papers from a given university to standout. However, such specifications must not underestimate the value of conventional academic writing standards and requirements. Format will also entail observing academic writing styles as required by the academic field within which the thesis paper falls into. For instance, the format of a thesis paper must observe proper citation and referen
Nancy Noah

HARVARD GUIDE - 0 views

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    Referencing is the official recognition of other authors' works and it involves the making of in-text citations and bibliographic lists which fully detail the works that are being referred to within the academic work. Referencing is essential in authenticating research work as well as in avoiding penalties that result from plagiarism in academic circles. There are numerous methods applied in referencing formal academic works and these commonly include American Psychological Association style (APA), Modern Language Association (MLA), Turabian, Chicago and Harvard referencing styles-just to mention, but a few. These styles are used in different contexts and they subtly differ but work towards the same goal-that of substantiating content within academic works. The Harvard referencing style and its requirements can be inferred from the Harvard style guide, which documents all the basics necessary in the making of references.
Harvinder Singh

Motorola Moto X Android Phone - 0 views

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    Motorola Moto X Android Phone, You use your voice not your hands, 16 GB Smartphone, Active Display, Corning Gorilla Glass, RGB Support, Full HD, 4G support.
Eloise Pasteur

TidalBlog: SL is for "People with some spare time"... - 0 views

  • ... according to an otherwise nice article (pdf) on media for science communication in the latest Society for General Microbiology's Microbiology Today. The author makes use of SL for professional purposes so is very much entitled to her opinion.
  • Of course, the mission of the CDC isn't to produce microbiology sims for use by UK teachers (though the mission of the sim isn't actually explained anywhere so I could be wrong). However, in addition to a conference centre there are some virtual labs where you can get a hazmat suit (no hazard warning signs anywhere though so presumably no need to wear?), sit at a microscope and look at some slides. The slides and adjacent equipment are not explained or apparently part of any theme or quest. There are a few computers, including one linked to the NHS website for no obvious reason (some reuse, perhaps?).Indeed, much of the open air part of the site seems to act as an interface, via signs, to the CDC website (so why not just go there?). A slightly better touch is a circular path that documents the various awareness themes for the calendar year and this appears to link into a bracelet. There are some bots with no obvious function. Compared to the adjacent Healthinfo Island, it is (i) much more polished, (ii) much less engaging.
  • However, it would still seem that neither the SGM nor CDC "get" virtual worlds in any meaningful way yet.
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    Rant about, and comment on SGM article about Second Life, podcasting and web 2.0
anonymous

Ddraig Goch Blog - The Musings of a Welsh Dragon!: Diigo Tags 09/15/2008 - 0 views

  • From Mr. “A” to Mr. “Z”A new US edubloggertags: mr
    • anonymous
       
      i am just practicing...also...a guy in UK read my blog...i wonder what his avatars name is...anyone...anyone...
Eloise Pasteur

Drawing a Roadmap: Barriers and Challenges to Designing the Ideal Virtual World for Hig... - 0 views

  • So why should higher education be concerned about virtual worlds for those under eighteen? There are several reasons.
  • First, an increasing number of colleges and universities are enrolling students who are younger than eighteen.
  • Second, allowing interaction between high school and postsecondary students increases the potential for mentoring and outreach. As institutions become more competitive, many are trying to attract high school students earlier, sometimes starting when they are freshmen.
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  • Third, a secure multi-age virtual world would provide educators with a rich environment in which to study instructional practices.
  • Individuals using computer resources belonging to The University of Arizona must act in a responsible manner, in compliance with law and University policies, and with respect for the rights of others using a shared resource. The right of free expression and academic inquiry is tempered by the rights of others to privacy, freedom from intimidation or harassment, protection of intellectual property, ownership of data, and security of information.” Although this policy seems fairly straightforward, the ten “Acceptable Use Guidelines” meant to clarify this policy instead introduce confusion. For example, Guideline 3, which instructs the computer user to “clearly and accurately identify one's self in electronic communications,” adds: “Do not forge or misrepresent one's identity. Concealing or masking the identity of electronic communications such as altering the source of an email message by making it appear as if the message was sent by someone else is a violation of this policy.”14 So a student knows that altering the sender of an e-mail is against policy, but what about creating an avatar? And what about the faculty member who asks students to create an avatar with a totally fictitious name? Are the faculty member and the students in violation of this policy?
  • an instructional technologist at the University of Arizona,was supporting the implementation of Second Life in a General Education class. She was concerned about the interesting style of dress, or lack thereof, that is often seen in Second Life and felt she needed to develop a dress code for the virtual class.15 But when the vice-provost for instruction and I were discussing the process for modifying the current dress code of the university, we discovered that the university does not even have a dress code for everyday life.16
  • For example, at the University of Arizona, faculty have expressed frustration because they cannot learn how to sit down in virtual worlds or because they cannot figure out how to correctly set the hair on their avatar. Because of these frustrations, they tend not to invest the time needed to explore the world as an instructional resource. However, as the NMC’s Levine has pointed out: “In our first life, it generally takes us maybe eighteen years . . . to get to be fully functional adults. It’s an evolutionary process. A virtual world that had a short learning curve would be something not very interesting. So I think an ideal virtual world needs some of that complexity.”17 The challenge thus becomes how to select a virtual world that has the necessary complexity to keep users engaged while developing strategies and structures to support them as they learn.
  • Even more important is that if an institution wants to implement a virtual world of any type, it needs to convince faculty that the early adopters are, in fact, not all mad and that the tool does have value. Instruction may just be in a form with which the faculty is unfamiliar. Therefore the institution must begin by offering faculty, staff, and students the time and support to perform simple tasks like learning how to navigate the environment. Faculty must then be assisted in visualizing something outside of their understanding of what it means to be a teacher.
  • Perhaps as important as setting goals and providing resources is developing realistic assessments of the project’s success. For example, in a virtual world such as Second Life, what are the metrics that will be used to determine the institution’s return on investment?
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    A thoughtful analysis of the education institution's barriers to engaging in Second Life or other virtual worlds.
Eloise Pasteur

Clark Aldrich's Style Guide for Serious Games and Simulations: Techniques for grading s... - 0 views

  • Techniques for grading student performance in a simulation In most cases, professors need to grade the performance of a student in a simulation for the experience to be considered official. While ultimately this grading is probably just as arbitrary as grading a paper, at least grading a paper has the benefit of history on its side.
  • Write a paper about the experience in the simulation.
  • Keep a journal during the experience.
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  • Play a simulation well/complete the simulation.
  • Time spent in simulation.
  • Modify the simulation.
  • Different approaches.
  • The importance of doing this wellI am hesitant to call for any standards in this area (and doubt anyone would listen to me if I did). I recognize we are still in a time of deliberate mutation -- we need to try a lot and see what works. However, simulations will not be taken seriously in a formal learning environment until there is consensus on the issue of grading.
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    How do we mark students' work?
Eloise Pasteur

University Affairs- Studies in Second Life - 0 views

  • “I thought, ‘Gosh, this is amazing! You can teach classes in it’,” he recalls. The first time he taught a course registered in Second Life, Professor Washburn, a.k.a. Duncan Innis, led a 15-week, one-hour lecture to 25 students in the island’s amphitheatre.
  • There is no audio, just words flashing on screen like an MSN chat session. The discussion veers from “fluff journalism” to magazine branding. Nobody raises their hand to voice an opinion; an avatar makes a typing motion in the air if it wants to comment. Professor Washburn and his students often interrupt each other, since you can type whenever you want.
  • The learning curve that comes with Second Life is a drawback mentioned by all professors, online communications personnel and students, and this is one factor that makes some universities reluctant to use the program. Jason Toal, who works at SFU as an experience designer, spearheads most of the university’s projects in Second Life. “If you’re going to use Second Life for your course, you need to spend at least the first couple of classes teaching your students how to use it,” he says. “You have to walk them through what it’s all about, how to hook it on your computer.”
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  • In an instant messaging conversation during Robert Washburn’s journalism lecture at Loyalist, Urqhart, whose real name is Tyson Jewell, reveals his frustrations with Second Life. He says the heavy computer requirements can be a hassle for students who can’t afford sophisticated video cards or a faster Internet connection. Because of this, some students have to come to school anyway to use a computer inside a lab or a library to attend their Second Life classes. There are various other technical problems, such as the glitch in the program that caused Mr. Jewell’s classmate to be locked out of his account. And, ironically, Second Life battles against the one thing that has propelled its popularity: the rapid advances in technology.
  • Finally, everyone who was interviewed for this article agrees that virtual worlds like Second Life won’t completely overtake normal classroom settings. However, they do believe that three-dimensional online classes and assignments will become a staple in Canadian education – and that’s for real.
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    Overview of Canadian HE in Second Life
Eloise Pasteur

Net Gen Nonsense: More Mythbusting Evidence - 0 views

  • Two British researchers have just completed a study of undergraduate students that found "many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning."
  • Instead, the study found that students use a limited range of technologies for both formal and informal learning and that there is a "very low level of use and familiarity with collaborative knowledge creation tools such as wikis, virtual worlds, personal web publishing, and other emergent social technologies."
  • The study included a questionnaire survey of 160 students, followed up by in-depth interviews with 8 students and 8 staff members at both institutions. The findings show that many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning. Students use a limited range of technologies for formal and informal learning. These are mainly established ICTs - institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking. Findings point to a very low level of use and familiarity with collaborative knowledge creation tools such as wikis, virtual worlds, personal web publishing, and other emergent social technologies.
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  • The study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. This study reveals that students’ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. In fact their expectations were that they would be “taught” in traditional ways – even though many of these students were engaged in courses that are viewed by these Universities as adopting innovative approaches to technology-enhanced learning.
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    The myth of the google generation and how they learn
Eloise Pasteur

ArtsPlace SL: Barriers to innovation - 0 views

  • He closes with a discussion about the choice of technology for a remote presentation with colleagues from the UK to an audience in Kuala Lumpur. In short, Elluminate was chosen over Second Life:Not only were we going to have to trust the technical robustness of the platform (gulp) but we were also forced to assess the question of added value from using Second Life? Fighting server lag, low bandwidth problems, variable audio quality and the sheer awkwardness of manipulating an in-world slide viewer were just too much to contemplate so we shifted to the Elluminate.
  • here is a vision for SL that would help make it more usable - a whiteboard, an integrated IRC type chat client and a status indicator panel.
  • I agree that the whiteboard is missing and as I've argued elsewhere, this highlights SL's fundamental problem with handling text-like documents in any collaborative sense.
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    Problems using Second Life (although some of them indicate some ignorance of actually using SL
Steven Hornik

Q3 closed on a high note with an unusually strong September « Official Second... - 0 views

  • In Q3, Residents spent 102.8 million hours in Second Life, up 8% from Q2 and 45% from the same quarter last year.  Peak concurrent users of 71,000
  • in Q3 to just under 2 billion square meters
  • measure of the gross domestic product in Second Life, grew 21% from the prior quarter to $102M -
Eloise Pasteur

Holmberg - 0 views

shared by Eloise Pasteur on 10 Nov 08 - Cached
  • Learning in virtual worlds
  • The notion of distance
  • Of the respondents 28 were female and two were male. The youngest respondent was born in 1984 and the oldest respondent was born in 1952. Half of the respondents were born before 1967.
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  • Respondents didn’t feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life–based lectures and discussions, and that they gained additional information from other students in discussions.
  • Respondents were asked to estimate the usability of Second Life as a learning environment by comparing it to other learning methods. When compared with face–to–face education, the respondents felt that learning in Second Life was somewhat more difficult. Face–to–face education was considered overall as a “better” (versus worse, as literally asked in the survey) form of education. But learning in Second Life was considered to be clearly more fun. Nevertheless, 60 percent of the respondents answered that lectures in Second Life could replace face–to–face lectures. This question raised strong opinions.
  • In addition, 83.3 percent of the respondents thought that the barrier to participate in discussions or to ask a question was lower in Second Life than in face–to–face lectures
  • When compared to Web–based learning platforms, Second Life was not considered to be neither easier nor more difficult. But even in this case, learning in Second Life was considered to be a lot more fun (a response from over half of the respondents). In contrast to the comparison with face–to–face education, Second Life was considered to be a “better” form of education than learning from Web–based learning platforms.
  • One–third of the respondents considered Second Life to be “better” — against 13.3 percent of the respondents that thought Second Life was “worse” — than Web–based learning platforms. The respondents graded a lecture in Second Life to be “better” than webcasting and discussion boards, almost as good as videoconferences, but clearly not as good as face–to–face lectures and meetings.
  • A question about how the students experienced the presence of other students gave very mixed answers. Compared to Web–based learning environments the interaction between the students was thought to be more comfortable by almost 50 percent of respondents. It was considered to enhance interaction and the feeling of presence was stronger. Most of the students (56.6 percent) felt that other students were actually present in the virtual classroom. The respondents said that it was “fun” to meet all of the other students in the same location without having to leave their homes and that the campus–like atmosphere made it feel “real”.
  • Second Life was also considered to be a functional environment for teamwork. Assignments that students resolved in teams were considered to be fun and productive. The respondents felt that their teams produced more than they would have done individually. Students also felt very strongly that they were part of the team (56.7 percent).
  • When the respondents were given a chance to freely express their opinions about their experiences in Second Life, it became apparent that using Second Life in education may even have somewhat surprising positive consequences. One of the respondents wrote that using Second Life in education had brought her closer to her 16–year–old son’s world.
  • Another surprising observation outside the survey was that some of the students used Second Life on their own time to improve their language skills. One of the students told us that she spent a lot of time in the French–speaking areas of Second Life exercising both her written and spoken French. This discovery strengthens our belief of the huge potential that Second Life has for language education, an area certainly requiring further research.
  • In general, Second Life was considered to enhance interaction between students and between the instructor and the students especially when compared to Web–based learning environments.
  • Provided that participating face–to–face education does not require too much traveling and learning outcomes are satisfactory, Second Life does not necessarily provide any significant benefits, at least not when using it only as a platform for lectures and teamwork.
  • When considering distance only as a physical measure of separation, Second Life provides a means to overcome it. The existence of multimodal and non–interfering means of communication and socialization by using chat, instant messages and voice calls in personal and group interaction provides users a wider range of possibilities to communicate than in face–to–face sessions. Of these varied means, each student can select an option one that feels most comfortable, an observation also made by Paquette–Frenette (2006). In this study, all of the students were participating at a distance through Second Life, avoiding problems noted in Paquette–Frenette (2006).
  • The mixed responses to questions about Second Life being comfortable or better than other environments of learning indicate a variety of emotional and cognitive reactions. This study did not give clear answers to the interplay of different distance variables (Nooteboom, 2000; Duval, 2006; Hargreaves, 2001; Garrison, et al., 2000) in Second Life–based learning. However, the results indicate that the feeling of presence and distance is a multidimensional issue that needs further attention in future studies.
  • In comparison to lectures, the benefits of using Second Life in teamwork were more obvious. The physical presence of avatars, the possibility to communicate in real time and the existence of a shared local space explain why Second Life produces a more realistic feel of presence than discussion forums or chat rooms. In a sense, Second Life brings distance education closer to face–to–face education, supporting Jones, et al. (2005). The strong feel of presence noted by respondents and the immersive nature of Second Life seem to do just that.
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    Respondents didn't feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life-based lectures and discussions, and that they gained additional information from other students in discussions.
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