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Training for a Distributed Workforce for Compliance Regulations. Simulations were utilized to training the employees of the Automobile Manufacturing Companies.

I have annotated this quite heavily as very interesting.

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Top 10 Free Online Tutoring Tools for 2012 Topics: education, free tools, guest, technology, technology for tutoring, tutoring resources, tutoring tools inShare Share 462 The Internet provides a wealth of resources for teachers, tutors, and students to go well beyond classroom learning. Whether you're a teacher preparing for tomorrow's lecture, a professional tutor working with one or two students, or you just want to help your cousin in Alabama with some trig homework, these free tools will help you interact with your student(s) sans the confines of the classroom. Skype with Idroo Idroo is an online educational whiteboard used in combination with Skype. Use it with as many students or fellow teachers as you want for tutoring sessions or meetings, as the whiteboard's "only limitations" are Internet connection speed and how fast everyone involved absorbs the material. All writing and drawing done on the whiteboard is visible to participants in real time, making it a true virtual classroom. It also allows for remote math tutoring with its professional math typing tool. Gchat Anyone with a gmail account can access Gchat. Teachers, tutors, and students can talk to one another in real time, as well as send and receive files instantly. Save chats for referral purposes in your gmail account, or download the Google Talk application for voice conferencing with multiple parties. WizIQ Teachers, students and organizations can create free accounts on WizIQ, another online education portal. Students have the option to attend online classes, download free tutorials, use free practice tests, or find teachers with certain expertise. Online classes are not free, however. Teachers and organizations can offer recorded classes through WizIQ or those in real time, create online tests, use live audio and video chat, and distribute course work in any standard format. Teachers must pay per month for this service, though WizIQ offers easy teacher payment collection from stu

Nairobi 2010 Conference Reoprt  Climate Change and Natural Resource Use in Eastern Africa: Impacts, Adaptation and Mitigation Report of the 3rd Scientific Conference of the Ecological Society for Eastern Africa (ESEA) and co-hosted with the Pan African Climate Justice Alliance (PACJA) at Multimedia University College, Nairobi, 19 - 21 May 2010 By Nicholas Oguge, Caroline Lumosi, Teddy Odindo, Joseph Ngondi and Philista Malaki October 4, 2010 Summary While the Earth's climate has changed throughout history, the current warming trend has been of particular concern because most of it is human-induced and proceeding at a rate that is unprecedented.  One of the greatest concerns of this global warming is climate variability and change.  The risks associated with climate change add to development challenges such as food and water insecurity. Although climate change is only one of the many drivers negatively affecting biodiversity and ecosystem services, it certainly exacerbates the other factors such as land degradation and unsustainable natural resource use. There is general concern on the accelerating deterioration of the human environment and natural resources. This would widen poverty levels confronting eastern African countries and threaten gains made towards achieving the Millennium Development Goals. Thus, the Ecological Society for Eastern African organised its 3rd annual scientific conference with a theme addressing this global challenge.  The idea was to bring together researchers, policy makers and the general public together to discuss the climate change phenomena, its impacts, mitigation strategies and adaptation measures with regard to natural resource use in Eastern Africa. In order to address above issues and to reach out to a wider audience, we designed the conference strategically on three tiers:   1. Plenary talks: to provide policy information and direction, science on climate change, ecological and socio-economic effects, how to commun

"If you are an education infographics creator and you'd like to see your education infographic featured on e-Learning Infographics, or if you found a good education infographic worth spreading it (and if distributing it is not illegal), submit your education infographics through the education infographic submission form below for consideration. If you found the education infographic on another site, please do fill in the "via" field. After we publish your Education infographic a broad Social Media Campaign will follow at: "

"On October 21, the top videos selected by the YouTube Play jury were revealed and celebrated at the Guggenheim Museum in New York. The videos, which can be viewed below and on youtube.com/play, will be presented at the Guggenheim Museums in New York, Bilbao, Berlin, and Venice on October 22-24, 2010. They comprise the ultimate YouTube playlist: a selection of the most unique, innovative, groundbreaking video work being created and distributed online during the past two years"

No Kahuna makes teams tick. Whether at work, home, or among your friends, we help you work together on projects big and small. Simply: * Set up your project(s). * Refine and distribute tasks. * Track them as they're completed. There's no fuss, no unnecessary features - just an easy, intuitive and reliable way to make sure everyone does their bit.

The Global Learning Objects Brokered Exchange (GLOBE) is an international consortium that strives to make shared online learning resources available to educators and students around the world. The consortium provides a distributed network of learning objects that meet quality standards. GLOBE aims to connect the world and unlock the 'deep web' of quality online educational resources through brokering relationships with content providers.

Thank you for your interest in the Zimbra Collaboration Suite (ZCS) Open Source Edition! ZCS Open Source Edition is available for you to test, evaluate, deploy, customize, and improve. In doing so we also hope you will participate in the Zimbra Community, so that we can work together to make ZCS a better product for everyone. It is free in perpetuity (providing you comply with the associated licensing terms). It does not, however, include Zimbra Support or software subscription. The ZCS Open Source Edition software is provided in source code and binary formats: * Use the ZCS software in source code format (under the terms of this Yahoo Public License (YPL) if you want to modify the software and create your own binaries (example: porting ZCS to a new platform) * If you do not want to change the code or build your own binaries, use the ZCS Open Source Edition binary distributions instead (licensed under the terms of Zimbra Public End-user License Agreement (EULA); these are simpler to get up and running, and you are still free to redistribute unmodified copies If you have questions about which ZCS product edition is best for you, or wish to purchase a subscription plus support to the ZCS Network Edition, please contact us. More Tips: * Can I revert the Network Edition Trial to the Open Source Edition? Absolutely, all your email data, etc. will be left intact if you choose not to purchase ZCS Network Edition * ZCS is a server download are intended for administrators and developers. (Confused? Please see What Version of Zimbra is Right for Me?)

Chris Dede's fundamental interest is the expanded human capabilities for knowledge creation, sharing, and mastery that emerging technologies enable. His teaching models the use of information technology to distribute and orchestrate learning across space, time, and multiple interactive media. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, policy formulation and analysis, and leadership in educational innovation. He is currently conducting funded studies to develop and assess learning environments based on modeling and visualization, online teacher professional development, wireless mobile devices for ubiquitous computing, and multiuser virtual environments. Dede also is active in policy initiatives, including creating a widely used State Policy Framework for Assessing Educational Technology Implementation and studying the potential of developing a scalability index for educational innovations. From 2001 to 2004, he served as chair of the Learning & Teaching area at HGSE.

" Boundary object (BO), originally introduced by Starr (1989), is a concept to refer to objects that serve an interface between different communities of practice. Boundary objects are an entity shared by several different communities but viewed or used differently by each of them. As Star points out, boundary objects in an organization work because they necessarily contain sufficient detail to be understandable by both parties, however, neither party is required to understand the full context of use by the other - boundary objects serve as point of mediation and negotiation around intent. Boundary objects are flexible enough to adapt to local needs and have different distinct identities in different communities, but at the same time robust enough to maintain a common identity across the boundaries to be a place for shared work. Boundary objects are not necessarily physical artifacts such as a map between two people: they can be a set of information, conversations, interests, rules, plans, contracts, or even persons. It is around BOs that Communities of Practice (CoPs) often gather. BOs are 'used' by members of different communities in very different ways, although the representation is shared. BOs are an important class of knowledge artifacts. They are center stage in the dynamics of knowledge exchange. BOs are also known as CISs (common information spaces). Examples: Reports are a classic example of traces as boundary objects that the professionals and other members share. Faxed documents and email massages are also the boundary object among distributed members. Information spaces, where particpants gather to exchange information, co-ordinate activites and create knowledge are another example of BOs A library catalog, an order entry process, travel assistance request form, an organizational knowledge map, i.e. one of the products from your knowledge mapping project! Mapping BOs: Boundary objects are a very useful way to structure and

"Online publishing, on the other hand enables you to control the length and content of your book. You have the final say, its yours. You can distribute it as you please. You won't make any money out of it, but you are making your contribution so that is enough for your own satisfaction, right? Your ideas and arguments are there for all to see."

The opportunity we now have is to use technology to move from an event-based learning model that we know to be ineffective, to a more distributed and contextualized environment that elegantly spans the continuum from formal learning to performance support. And this is not science fiction - we have the tools we need now. Even if we didn't, we should be preparing our thinking for this capability."

"This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four "coins" (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. "

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource.[1] CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in anygiven place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' -an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.

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