Welcome to "Googlios" where free Google tools meet ePortfolios.
This site is intended to be a collection of resources for those interested in using ePortfolios in Education.
Watch the 2 minute Intro video here
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Googlios - 0 views
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Many of the participants in the UW-Stout E-Learning and Online Teaching Graduate Certificate Program use Google Sites to create their e-portfolios. The portfolios are created and used throughout the program. During the practicum, when students become teachers by teaching in one of our graduate classes, they also refine and polish their portfolios. Ultimately the online portfolio becomes a job search tool that helps our graduates show a potential employer what they know.
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Coboki Hair Fibers in Pakistan,Islamabad,Karachi,Lahore | Online Shop In All Over Pakis... - 0 views
openteleshop.com/...coboki-in-pakistan
Beauty & Personal Care. Tags: available in pakistan Caboki bahawalpur faisalabad gujrat karachi lahore multan hair fiber peshawar quetta rahimyar khan sadiqabad online jhelum okara taxila growth medicine product openteleshop loss medicine.
shared by Open TeleShop on 17 May 17
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PRODUCT DESCRIPTION CABOKI HAIR FIBER IN PAKISTAN When you sprinkle Caboki into a thinning area of your hair, the fibers automatically cling to your hair like millions of tiny magnets. Each thin wisp of your hair instantly becomes thicker and fuller, eliminating those embarrassing thinning areas. No more flashes of shiny scalp showing through where there should only be hair! Caboki All-Natural Ingredients. Unlike similar products, Caboki is totally natural. CABOKI IS NOT WHAT YOU THINK IT IS. It is neither a "spray paint" nor "shoe polish". It is like nothing you have used before. CABOKI IS A BREAKTHROUGH PRODUCT FOR HAIR LOSS SUFFERERS THAT * Instantly eliminates bald spots or appearance of thinning hair. * Gives you a perfectly natural look. No one will know you're using Caboki unless you tell them - even if they get a close up view, outdoor, under bright sun light. * Last all day, all night, through wind, rain and sweat. * Will not smear or stain your skin or clothing. * Works for both men and women. HOW CABOKI WORKS * Thinning area * Fibers adhere to your hair * Hair becomes thicker HOW TO USE CABOKI HAIR FIBER? For Best Results, Shampoo And Dry Your With A Blow Dryer Or Let It Air-Dry Completely. Style Your Hair As Usual. Don't Use Hair Gel Or Hair Spray Before The Applications. Openteleshop Hold The Bottle Above The Thinning Area And Tilt It At About 45 Degree, Gently Shake Or Tap The Bottle With Fingers To Dispense Fibers Onto The Thinning Area. Openteleshop Demo You Can Adjust The Tilt To Increase Or Decrease The Amount Of Fibers Coming Out Of The Bottle. Openteleshop Start From The Back Of Your Head And Work Your Way To The Front. Slowly Build Up To A More Natural Coverage By Repeating The Application A Few Times Till Desired Result. Very Gently Pat Your Hair In Between Applications To Settle The Fibers.Openteleshop Demo To Apply Caboki On The Frontal Area, Place Your Hand Under The Hairline To Keep Fibers From Gettin
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The Future of Work - 0 views
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How are current socio technological changes impacting the future of work? New technology, global trends, and the effect of Covid-19 on the job force have fundamentally altered the way firms operate and the kinds of expertise their workers require to compete in this emerging period of employment. Despite the fact that we cannot foresee what the future has in store, certain adjustments are inevitable. You must brace for such developments as a forward-thinking professional or aspirant. Gig Economy Gig Economy: The term 'gig' refers to a job model in which contractors are recruited and paid on a project-by-project basis. Gone are the days of doing a strap task from 9 a.m. to 5 p.m. The gig economy helps people to save multiple hours per day to make the most of the one and only scarce asset that they have time. Employee Well-Being Employee Well-Being is the topmost priority: While more people are operating remotely for extended periods of time, organisations can concentrate on ways to improve relationships and reduce mental tension. As organizations adapt, building mentally healthy workplaces will become even more relevant and complex. Also, working remotely and loneliness could have a detrimental impact on workers' mental wellbeing. Employee morale will suffer if they are not in good health. Several anal believe that employers will put a stronger emphasis on mental wellbeing and employee welfare. Intuitive and Appropriate Strategy Intuitive and Appropriate Strategy: Although meetings through online platforms like Zoom and Google Meet have been a constant throughout the pandemic but this restricted mode of communication the essence of being connected to colleagues and friends has indeed been cruelly exposed. As a result, software companies often rose to the situation, implementing innovative methods to ensure workers involved when working remotely. Nvidia, for example, has prioritized human speech over the context of video calls, resulting in substantial data s
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MOOC - The Resurgence of Community in Online Learning - 0 views
halfanhour.blogspot.com.au/...ce-of-community-in-online.html
elearning downes blog-post MOOC community online learning CMC11 transliteracy
shared by Vanessa Vaile on 08 Jun 13
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Feeding Forward - We want participants to share their work with other people in the course, and with the world at large
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even more importantly, it helps others see the learning process, and not just the polished final result.
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Coursera, for example, may want to support learning, but it is also a company that wants to make money at the same time
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MOOCs serve numerous purposes, both to those who offer MOOCs, those who provide services, and those who register for or in some way ‘take’ a MOOC.
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The original MOOC offered by George Siemens and myself had a very simple purpose at first: to explain ourselves.
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creating an open online course designed in such a way as to support a large (or even massive) learning community.
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Although we learn what we learn from personal experience, we usually learn what we learn from other people. Consequently, learning is a social activity, whether we immerse ourselves into what Etienne Wenger called a community of practice (Wenger, Communities of Practice: Learning, meaning and identity, 1999), learn what Michael Polanyi called tacit knowledge (Polanyi, 1962), and be able to complete, as Thomas Kuhn famously summarized, the problems at the end of the chapter. (Kuhn, 1962)
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With today’s focus on MOOCs and social networking sites (such as Facebook and Google+) the discussion of community per se has faded to the background.
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Online educators will find themselves building interest based communities whether they intend to do this or not
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Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’
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The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
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This was a project that did more than merely provide internet access, it created a common location for people interesting in technology and computers (and blogs and Facebook)
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The MOOCs George Siemens and I have designed and developed were explicitly designed to support participation from a mosaic of cultures.
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It is worth noting that theorists of both professional and social networks speak of one’s interactions within the community as a process of building, or creating, one’s own identity.
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danah boyd, studying the social community, writes, “The dynamics of identity production play out visibly on MySpace. Profiles are digital bodies, public displays of identity where people can explore impression management.
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ecause imagery can be staged, it is often difficult to tell if photos are a representation of behaviors or a re-presentation of them
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In both of these we are seeing aspects of the same phenomenon. To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
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We have defined three domains of learning: the individual learner, the online community, and the peer community.
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Recent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
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three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
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post from Half an Hour: excellent explanation of how connectivist moocs work, what the difference is between them and x or wrapped moocs and what open is In this presentation Stephen Downes addresses the question of how massive open online courses (MOOCs) will impact the future of distance education. The presentation considers in some detail the nature and purpose of a MOOC in contrast with traditional distance education. He argues that MOOCs represent the resurgence of community-based learning and will describe how distance education institutions will share MOOCs with each other and will supplement online interaction with community-based resources and services. The phenomenon of 'wrapped MOOCs' will be described, and Downes will outline several examples of local support for global MOOCs.
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Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 0 views
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Martin updated us with the current stats on Moodle 54,000 verified sites worldwide. 41 Million users 97 language packs (17 fully complete, the rest are in various states) 54 Moodle Partners who fund the project and its going very well ensuring the project will continue into the future. (such as Remote-Learner who I work for) USA still has the highest raw number of installations and Spain has half of that with much less population. Brazil is now 3rd in the world and has overtaken the UK now in total installs. 3 of the top 10 are English speaking per head of population, Portugal has the largest number of Moodle installations.
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As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined on Moodle Docs. It details the typical 10 step progression which looks like: Putting up the handouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes and Assignments (less management) Using the Wiki, Glossary and Database tools (interactive content) Facilitate discussions in Forums, asking questions, guiding Combining activities into sequences, where results feed later activities Introduce external activities and games (internet resources) Using the Survey module to study and reflect on course activity Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways Conducting active research on oneself, sharing ideas in a community of peers
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”a lot of people find that giving students the ability to teach is a valuable learning process” – Martin Dougiamas.
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A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies and knowledge. Many people really want this “Content Pump” focus, becuase it is what they need. Others use it as a community of practitioners, connected activities, content created by students and teachers alike and many methods of assessment. These are the two ends of the spectrum of usage.
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Moodle has two roles: to be progressive and integrate with things coming up, and a drag and drop UI, with innovate workflows and improve media handling and mobile platforms to be conservative and improve security and usability and assessment , accredition, detailed management tracking and reports and performance and stability
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Since Moodle 1.9 came out three years ago, March 2008 and most are still using the three year old code which has had fixes applied since then (1.9.11 is the current release.) The support for 1.9 will continue until the middle of 2012 as it is understood that it will be a big move to Moodle2. “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 months more work” .
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However, the ongoing support for each release will be 1 yr moving to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
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What will be in Moodle 2.1? Performance Restore 1.9 backups Quiz/question refactor Page course format Interface polishing Official Mobile app (there now is a Mobile division)
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HQ are working on an official app which uses Moodle 2 built-in web services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
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Moodle HQ has looked at what is Mobile really good at and identified them one by one and implemented them. This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for the iPhone first and then someone will make it for Android so it will lag behind, but will be the same.
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Grading and Rubrics Competency Tracking (from activity level, course level, outside courses to generate a competency profile) Assignment (planning to combine all 4 into one type and simplify it) Forum (big upgrade probably based on OU Forum) Survey (to include feedback/questionnaire – being rewritten currently) Lesson Scorm 2 Improved reporting IMS LTI IMS CC (although it is in 1.9 needs to be redone)
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Apply for UNESCO Poland Fellowship Program 2020 | Grab a Scholarship - 0 views
www.grabascholarship.com/poland-fellowship-program-2020
Fully Funded Scholarships Polish UNESCOUNESCO Poland Fellowship Program 2020 UNESCO
shared by amankhan7865 on 24 Mar 20
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