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Alexis Krysten

ICT in my Classroom - 1 views

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        Merchantville, New Jersey arrived from groups.diigo.com on "ICT in my Classroom"
        Bend, Oregon arrived from betwittered.com on "What my class thought of our Google Docs project | ICT in my Classroom"
        Mountain View, California arrived on "ICT in my Classroom"
      Ashraf Gamil

      Meeting - 0 views

      We can start with the Lync link and we can review your architecture design and then use the conference if Lync does not perform . Discussion Design....................................................

      started by Ashraf Gamil on 02 Dec 14 no follow-up yet
      Dennis OConnor

      Learn It In 5 - Home - 0 views

      • What is Web 2.0? Learn it in 5 minutes or less   At Learn it in 5, you'll learn what is Web 2.0, and strategies for using Web 2.0 technology in the digital classroom - all in 5 minutes or less. Learn it in 5 is a powerful library of how-to videos, produced by technology teachers, for the purpose of helping teachers and students create classroom strategies for today's 21st century's digital classroom. These step-by-step how-to videos walk teachers through Web 2.0 technology, demonstrating how to use Web 2.0 applications like blogs, social networks, podcasts, interactive videos, wikis, slide sharing and much more.
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        Video site dedicated to short instructional tutorials for the technology classroom.  
      Glenn Hoyle

      Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views

      • This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts: 1. What forms of interaction do adult learners engage in most in self-paced online courses? 2. What forms of interaction do adult learners value most in self-paced online courses? 3. What forms of interaction do adult learners identify as equivalent in self-paced online courses? 4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
      • Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
        • Mike Fandey
           
          The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.
      • Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
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      • Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
      • Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
      • Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
      • informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
      • Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
      • In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
      • This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
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        Learning takes place through active engagement rather than passive transmission.
      vardakhan

      Top 3 Best Examples of Excellent Customer Service in Healthcare Using Custom CRM Software - 0 views

        Top 3 Best Examples of Excellent Customer Service in Healthcare Using Custom CRM Software Table of Contents Overview: Examples of Excellent Customer Service in Healthcare Using Cus...

      https:__digitalhealth.folio3.com_blog_examples-of-excellent-customer-service-in-healthcare_

      started by vardakhan on 01 Jul 21 no follow-up yet
      Paulo Izidoro

      69 Free or Open Source Tools For Students - 0 views

      • 69 Free or Open Source Tools For Students By Jackson on January 22nd, 2009 Bookmark this on Delicious Many Open Source software projects were either started in colleges or started by recent college graduates. Whether it’s a coincidence or not, a lot of the available open source software is ideal for college students.
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        Many Open Source software projects were either started in colleges or started by recent college graduates. Whether it's a coincidence or not, a lot of the available open source software is ideal for college students.
      Aemina Turner

      Getting Started with Chrome extension - Diigo help - 0 views

      • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
      • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
      • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
      izmir tabela reklamcılık

      Getting Started with Chrome extension - Diigo help - 0 views

      • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
      • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
      • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
      Filefisher com

      June 2017 Security Patch Hitting Galaxy Note 4 On AT&T | Androidheadlines.com - 0 views

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        AT&T started rolling out the June Android Security Update to all Samsung Galaxy Note 4 units on its network, as revealed by the wireless carrier's offi
      Qied Faqot Pakar SEO

      Fenomena Google Honeymoon di Kontes SEO 2013 - 0 views

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        Fenomena Google Honeymoon di Kontes SEO 2013 | akhir-akhir 2012 ampe 2013 banyak banget yang menggunakan teknik meraih serp dengan google honeymoon ini.
      tutorials-plane

      Angular Material Chips | Example | Validation | Tutorialsplane - 0 views

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        Angular Material Chips - Chips is an input component which is used to create list of strings or objects. Read more about placeholder, Validation & more now!
      david willis

      Detroit MI Real Estate & Homes for Sale in Detroit Michigan, Properties sale in Det... - 0 views

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        we are provide service in Detroit MI Real Estate & Homes for Sale in Detroit Michigan and search new house with great opportunities buy sale luxury homes for sale in detroit mi.
      Martin Burrett

      Game Show Computer Game Builder - 0 views

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        Make a game show with this game building tool. Enter your questions and up to five possible answers. Download the XML file and either a flash or HTML file to play. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
      Martin Burrett

      Morphases - 0 views

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        Make photo realistic faces with this fabulous online tool. Choose features from a large bank of faces and use you webcam for more fun. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
      Martin Burrett

      FoldPlay - 0 views

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        A site with several photo paper folding projects to make, including a Kaleidocycle. http://ictmagic.wikispaces.com/Art,+Craft+&+Design
      Dennis OConnor

      Emerging Asynchronous Conversation Models : eLearning Technology - 0 views

      • The standard model for asynchronous conversations is discussion forum software like vBulletin.  I've talked before about the significant value that can be obtained as part of Discussion Forums for Knowledge Sharing at Capital City Bank and how that translates in a Success Formula for Discussion Forums in Financial Services.  I also looked at Making Intranet Discussion Groups Effective.
      • However, I've struggled with the problem of destinations vs. social networks and the spread of conversation (see Forums vs. Social Networks). 
      • Talkwheel  is made to handle real-time group conversations and asynchronous ones.  It can act as an instant messaging service a bit like Yammer, HipChat for companies and other groups, but the layout is designed to make these discussions easier to see, archive, and work asynchronously.
      • ...5 more annotations...
      • Talkwheel’s design makes class conversations easier to follow, more interactive, and more effectively organized. It eliminates the problem of navigating multithreaded conversations, enables real-time group conversation, and makes referencing asynchronous conversations much easier. Talkwheel’s dashboard organization allows teachers to organize all their classes and projects in one centralized location, while Talkwheel's analytics helps teachers and administrators quantitatively monitor their students’ progress throughout the year.
      • Quora is a Q&A site nicely integrated with Facebook that has done a good job providing a means to ask questions and get answers.
      • Quora has been able to form quite an elite network of VCs, entrepreneurs, and other experts to answer questions.  They've also created topic pages such as: Learning Management System. 
      • Finally, Namesake, is a tool for real-time and asynchronous conversations.  It's a bit like Quora but more focused on conversation as compared to Q&A and it allows real-time conversation a bit like twitter.  You can see an example of a conversation around phones below.
      • All of these point to new types of conversation models that are emerging in tools.
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        Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?
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