I’ve been using FriendFeed for awhile and if you subscribe to my feed you’ll see just about everything that I do online. My feed includes all the articles I bookmark with delicious. When I write a new blog post it automatically shares it on my feed. Every time I tweet on Twitter and when I update my status on Facebook, they’re included here. When I add a video to my favorites on YouTube it is shared here as well. Currently there are 58 different sites that you can link to your FriendFeed, so it’s like the one stop shopping place for everything online!
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shared by block_chain_ on 23 Mar 20
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How Blockchain is Transforming Seafood Industry? - 0 views
www.blockchain-council.org/...-transforming-seafood-industry
#seafood #blockchaintechnology #blockchaincertifications #blockchainindustry
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The seafood industry is one of the world's largest and oldest market sectors. As the industry is made up of complex global supply chains, it is subjected to suffer from social and environmental challenges. Traceability and transparency along these supply chains are the major concerns that can be fulfilled by the potential value of blockchain technology.
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Training Industry Quarterly - Summer 2010 [6 - 7] - 9 views
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shared by Kim FLINTOFF on 18 Aug 08
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EDTECH Island Home - EDTECH Island - 2 views
edtechisland.wetpaint.com
sl courses SL training secondlife_education education SecondLife edtech teachers second_life virtualworlds virtual second life Second Life virtual worlds learning
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MIT OpenCourseWare | Mechanical Engineering | 2.626 Fundamentals of Photovoltaics, Fall... - 0 views
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How the Virtual World "Second Life" is a Showcase of the Metaverse - 6 views
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How the Virtual World "Second Life" is a Showcase of the Metaverse A 17-year history of digital culture shows what to expect from the digital future
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shared by helloglobaltech on 31 May 19
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How To Excel In Data Science Field? | Global Tech Council - 1 views
www.globaltechcouncil.org/...to-excel-in-data-science-field
#DataScience #DataScientist #MachineLearning #LearnTechnology #AI#Hadoop #FutureTechnologies #BiDataExpert
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However, before we dive in a little deeper, let's clear any doubts that you may have about the demand in this field. Research by Forrester says that companies utilize only 12 percent of available data. Humongous amounts of data flow into organizations every data. This data comes from several sources such as digital media, social networking platforms, e-commerce websites, etc. But, most of this data is unstructured, hence, not utilized.
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shared by Vicki Davis on 29 Sep 15
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Skills and Strategies | Doodling, Sketching and 'Mind Mapping' as Learning Tools - The ... - 24 views
learning.blogs.nytimes.com/...mind-mapping-as-learning-tools
education sketchnoting sketchnotes visual notetaking mind mapping
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Excellent article on the strategies and skills students need about sketchnoting, doodling, and mind mapping. These are important skills. Kathy Schrock is quoted in the article. Hat tip to Sylvia Duckworth for this gem.
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Robert is a passionate blogger and a Certified Content Marketer who loves to write in Health and Fitness domains. He often blogs at Because Your Health Matters. You may read his more stuff below: PhenGold Reviews PhenQ Review Testo Prime review Brutal Force Review PrimeShred Review Best Nighttime Fat Burners Performer 8 Review Best Legal Steroids Best Male Enhancement Pills GenF20 Review Best Fat Burner for Men PhenQ Review Best Fat Burner for Women Best Appetite Suppressants PhenGold Review
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Second Life Maps | The Mind Dock - 3D Rental & Immersive Training For Intern - 12 views
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shared by LUCIAN DUMA on 17 Mar 12
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Microsoft news and personal reflections after Innovative Education Forum in Education 2012 - 0 views
teacherluciandumaweb20.blogspot.com/...ns-after-innovators-forum.html
Innovative Education Forum Microsoft eSafety4eTwinners social media web 2.0
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If you want to discover the power of Curation, Follow https://twitter.com/#!/web20education
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APA GUIDE - 0 views
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There are various writing styles that are used by students to write their academic papers. The writing styles include MLA, APA, Chicago and oxford. The writing styles differ from each other. American psychological association (APA) is a writing style that is commonly used to cite sources in social sciences. The APA guide provides instructions that students should follow when writing academic papers using APA writing style. An academic paper has various sections. The student is supposed to include all the sections in his or her work. The APA guide shows how students are supposed to format their papers and the bibliography. Student should include various sections in their work as outlined in the APA guide. The academic paper should have the title page, abstract, main body and references. The four sections need to be formatted according to the guidelines given in the APA guide. The title page of any academic paper should include the author's name and the institution. Then, the writer should include a page header. The page header should be placed on the left side of the paper. Also, the writer should include the page numbers. The page numbers should be flushed right. The page header should include the title of the paper and flushed left. This is according to the guidelines given in the APA guide. The title of the paper should be written in both upper and low case letter. The APA guide discourages students from writing the title using Upper case. The title should be placed at the center of the paper.
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Gamasutra - Analysis: Games Create 'Passion Communities' For Learning - 0 views
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Gee sees the current U.S. educational system as inadequate to the task of addressing the problems of an increasingly complex world. He stated that “21st century learning must be about understanding complex systems,” and he believes many video games do a better job at this than the antiquated sender-receiver teaching model that dominates American classrooms.
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“This is an alternative learning system that teaches more effectively than most schools,” Gee observed. “We need to learn how to organize a learning, passion system community. Game designers know how to do this.”
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Passion communities encourage and enable people of all ages to do extraordinary things. Gee believes the 'amateur knowledge' that arises from this immersive involvement often surpasses 'expert knowledge,' and cited fantasy baseball as an example. The boundaries between the 'fantasy' game and the 'real' game have been blurred because fantasy players' expertise in statistical analysis has had a measurable impact on how MLB teams evaluate players.
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Passion communities exist, according to Gee, to “give people status and control, not always money.” He recounted the story of a young girl who began making clothes for her Sims characters. When she wanted more textures than the game provided, she taught herself to use Photoshop to create her own. Eventually, she moved to Second Life and began selling her own original designs. When asked if she planned to pursue her interest in fashion, she said no. “I want to work with computers because they give you power.”
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Gee sees two separate educational systems operating today: one a traditional approach to learning; the other what Gee calls “passion communities.” In Gee's view, the latter produce real knowledge. Video games, virtual worlds and online social networks provide environments in which these passion communities can form and thrive
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“Education isn't about telling people stuff, it's about giving them tools that enable them to see the world in a new and useful way.”
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Gee sees broad implications for students in this regard. “Give students smart tools and let them use them and modify them to suit their purposes.” Such self-motivated learning moves students away from merely consuming knowledge and encourages them to produce knowledge and apply it in meaningful ways.
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Gee clearly situates video games within an overall theory of learning and literacy with genuine power to transform students and equip them to address complex problems.
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EDUCAUSE Review - Why IT Matters to Higher Education | EDUCAUSE CONNECT - 0 views
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Virtual Worlds? “Outlook Good” AJ Kelton (“AJ Brooks”) Whether it is Second Life or another virtual world, this foundational movement is not going away. The question to be addressed in the coming months and years is how higher education and, subsequently, individual institutions will determine the best way to continue to move forward with virtual worlds.
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Higher Education as Virtual Conversation Sarah Robbins-Bell (“Intellagirl Tully”) Virtual worlds can become an important tool in an educator’s arsenal. But using this tool requires a shift in thinking and an adjustment in pedagogical methods that will embrace the community, the fluid identity, and the participation—indeed, the increased conversation—that virtual spaces can provide.
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Educational Frontiers: Learning in a Virtual World Cynthia M. Calongne (“Lyr Lobo”) The use of virtual worlds expands on the campus-based and online classrooms, enhancing learning experiences. Classes in virtual worlds offer opportunities for visualization, simulation, enhanced social networks, and shared learning experiences.
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Looking to the Future: Higher Education in the Metaverse Chris Collins (“Fleep Tuque”) Beyond the capabilities that virtual worlds offer us at the moment, it is the possibilities that we can imagine for the future that may be the most compelling. Virtual worlds technology, like the Internet in general, is changing the way we access and experience information and the way we can access and connect with each other.
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Drawing a Roadmap: Barriers and Challenges to Designing the Ideal Virtual World for Higher Education Chris Johnson (“ScubaChris Wollongong”) When using a roadmap, one can take many different paths to reach a desired destination. Similarly, institutions can take many different turns along the road to implementing an ideal virtual world for higher education.
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Alan Levine, New Media Consortium: The NMC Campus P. F. Anderson and Marc R. Stephens, University of Michigan: Wolverine Island Mary Anne Clark, Texas Wesleyan University: Genome Island Chris Collins and Ronald W. Millard, University of Cincinnati: Galapagos Islands in Second Life Ben Digman, University of Kansas Medical Center: KUMC Isle Larry Dugan, Finger Lakes Community College, and Terry Keys, Monroe Community College, SUNY LIVE Michael Gardner and John Scott, University of Essex, and Bernard Horan, Sun Microsystems: MiRTLE Adrienne Gauthier and Christopher Impey, University of Arizona: ASTR202, Exploring Life in the Universe Anne P. Massey, Indiana University, and Mitzi Montoya, North Carolina State University: Managing the Services Lifecycle Janet Nepkie, James Greenberg, and Harry E. Pence, State University of New York at Oneonta: SUNY Oneonta Music Project Ulrich Rauch, University of Trinidad and Tobago, and Tim Wang, Marvin Cohodas, and Negin Mirriahi, University of British Columbia: Arts Metaverse Beth Ritter-Guth, The Hotchkiss School, Laura Nicosia, Montclair State University, and Eloise Pasteur, Eloise Pasteur Educational Designs: Literature Alive!
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Holmberg - 0 views
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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.
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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.
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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
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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.
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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.
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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”.
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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).
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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.
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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.
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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.
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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.
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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).
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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.
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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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A partir del 2004, la penetración de servicios Web 2.0 a través de Internet, posibilitó una segunda generación de comunidades basadas en la Web y de servicios residentes en ella; tales como sitios que permiten generar redes sociales que facilitan la creatividad, la colaboración y que ofrezcan a los usuarios la posibilidad de compartir entre ellos contenidos y otros recursos, sin importar su diversidad o ubicación geográfica. Uno de los servicios más exitosos de la Web 2.0 son los denominados Wikis. Basta con mencionar a Wikipedia, la enciclopedia libre y de construcción colectiva, como el ícono de lo que representa las posibilidades de esta tecnología informática en Internet.
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