Skip to main content

Home/ elearning 2.0/ Group items tagged Profiles

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
buy5starshop1020

Buy Old LinkedIn Accounts - Bulk,PVA & Aged - BuyServicePVA - 0 views

buyservicepva.com/...buy-old-linkedin-accounts

10 Years Old Aged Bulk Linkedin New & verified accounts Buying Profiles buyservicepva The best place to buy

shared by buy5starshop1020 on 14 May 25 - No Cached
  • buy5starshop1020 on 14 May 25
     
    Looking to buy old LinkedIn accounts? Find authentic, verified accounts for sale in the marketplace. These accounts can help boost your online presence and reach a wider audience. With established connections and a solid reputation, old LinkedIn accounts can provide a head start in your professional networking endeavors. It is essential to ensure that the accounts are legitimate and comply with LinkedIn's terms of service to avoid any issues with account suspension or credibility. Take the opportunity to leverage the power of established profiles to enhance your visibility and credibility on the platform.
anonymous

Why we earn a finance degree online? - 0 views

www.rdi.co.uk/...nance-anglia-ruskin-university

business finance degree course and ba in

shared by anonymous on 30 Nov 12 - No Cached
  • anonymous on 30 Nov 12
     
    Brief idea on the importance of ba in business and finance has been provided. However the courses are noteworthy for their contribution in the individual's life. High profile career is a guarantee with a degree or diploma on this course.
Vanessa Vaile

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 - No Cached
    • Vanessa Vaile
      Vanessa Vaile on 08 Jun 13
       
      or other social bookmarking, feed reader, aggregator. the main purpose is collect/collate, tag or label, annotate (time permitting) and curate
  • Feeding Forward - We want participants to share their work with other people in the course, and with the world at large
  • Sharing is and will always be their choice.
  • ...31 more annotations...
  • even more importantly, it helps others see the learning process, and not just the polished final result.
  • The Purpose of a MOOC
  • Coursera, for example, may want to support learning, but it is also a company that wants to make money at the same time
  • Organizations offer MOOCs in order to serve other objectives.
  • 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.
  • The original MOOC offered by George Siemens and myself had a very simple purpose at first: to explain ourselves.
  • there are different senses of learning
  • creating an open online course designed in such a way as to support a large (or even massive) learning community.
  • The MOOC as Community
  • 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)
  • So online communities form around offline activities
  • 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.
  • Online educators will find themselves building interest based communities whether they intend to do this or not
  • Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’
  • 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,
  • The peer community by contrast almost by definition cannot be formed over the internet
  • created through proximity
  • online communities depend on a topic or area of interest
  • Community Access Points
  • 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)
  • The MOOCs George Siemens and I have designed and developed were explicitly designed to support participation from a mosaic of cultures.
  • 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.
  • 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.
  • ecause imagery can be staged, it is often difficult to tell if photos are a representation of behaviors or a re-presentation of them
  • 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.
  • We have defined three domains of learning: the individual learner, the online community, and the peer community.
  • 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.
  • 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.
  • recent MOOCs offered by companies like Coursera and Udacity have commercialized course brokering
  • a model that the K-12 community has employed for any number of years
  • where is the French-language community itself?
  • Vanessa Vaile on 08 Jun 13
     
    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. 
Rof Harris

Quick Loans Bad Credit- Swift Way To Borrow Cash With Bad Credit Profile - 0 views

Bad credit is the main problem due to which many of you would have faced rejection loan application approval. This is a fact that anyone can face unseen short term cash crunches at any point of mid...

loans in minutes instant loans immediate cash loans immediate loans immediate payday loans Short term payday loans

started by Rof Harris on 17 Jan 17 no follow-up yet
Rof Harris

Quick Loans Bad Credit- Swift Way To Borrow Cash With Bad Credit Profile - 0 views

Bad credit is the main problem due to which many of you would have faced rejection loan application approval. This is a fact that anyone can face unseen short term cash crunches at any point of mid...

loans in minutes instant loans immediate cash loans immediate loans immediate payday loans Short term payday loans

started by Rof Harris on 28 Dec 16 no follow-up yet
Native Mentor

Native Mentor - 0 views

www.mysheriff.co.in/...5039442

becoming a personal trainer become a trainer

shared by Native Mentor on 12 Jul 16 - No Cached
  • Native Mentor on 12 Jul 16
     
    Native Mentor is to bridge a Trainer and Student for personal coaching at their convenient place and time in just an easy steps. Native Mentor put together a process to help you with the process of becoming a personal trainer and explore your teaching to grow the others..!!
Robinson Kipling

Best E-Commerce Websites Development: - 1 views

Complete web solution providers are on game these days. There are many web development companies out there. It is about multiple services from one organization. Now, you do not have to roam here an...

education web2.0 learning tools technology elearning resources e-learning maths games

started by Robinson Kipling on 26 Nov 13 no follow-up yet
judibolaindo

Judi Online terpercaya Indonesia - 0 views

kdp.amazon.com/...profile.jspa

judi online terbesar terpercaya agen indonesia

shared by judibolaindo on 25 Sep 14 - No Cached
  • judibolaindo on 25 Sep 14
     
    judi online terbesar dan terpecaya di indonesia dengan custumer servis melayani 24 jam dengan banyak bonus menanti di depan anda .
judibolaindo

Judi Online terpercaya Indonesia - 0 views

myspace.com/judionlines

judi online terbesar terpercaya agen indonesia

shared by judibolaindo on 25 Sep 14 - No Cached
  • judibolaindo on 25 Sep 14
     
    Judi Online (judionlines)'s profile on Myspace, the place where people come to connect, discover, and share.
Sarah HL

E-Learning Curve Blog: Discovering Instructional Design 9: Implementation and Improvement - 1 views

elearningcurve.blogspot.com/...ng-instructional-design-9.html

shared by Sarah HL on 02 Jul 09 - Cached
  • Determine the current state and needs of the learner 2. Define the end goal of instruction 3. Develop a learning intervention to assist in the acquisition of new skills, knowledge or expertise.
  • IMPLEMENTATION
  • IMPROVEMENT PHASE
  • ...4 more annotations...
  • Level 1: Reactions. Evaluate participants' satisfaction with the learning intervention.
  • Level 2: Learning and Level 3: Behavior. What do participants know they didn't know before? How are they using knowledge in their jobs? What is the learning and performance effect of the intervention?
  • Level 4: Organization-level benefits. Has the development of higher levels of domain knowledge improved organizational productivity?
  • Kirkpatrick's model aside, the course materials, objectives, delivery, test items, audience profile – all of the instructional components in fact – need to be evaluated. Assessing these elements regularly is especially important for repeating courses or asynchronous courseware. As an example, if substantial majority (70% or 80% of the learners) fail a criterion test item, it would be reasonable to look again at the design of the related piece of instruction.
Josh Hogan

New LibGig Series: Career Profiles | Library Jobs, careers, placement, recruiting | LibGig - 0 views

www.libgig.com/CareerProfiles

Library2.0 librarianship

shared by Josh Hogan on 11 May 09 - Cached
  • Josh Hogan on 11 May 09
     
    Embedded Librarianship. "The basic idea, however, is that you are deploying your library/information skills at the point and moment of need. You are part of a team of people often responsible and accountable for a 'deliverable' of some sort, and your collaborative efforts are usually with that functional team rather than with other librarians. You may or may not have 'librarian' as part of your job title.":
Graham Atttwell

Reflections on Publishing - crescent-network - 8 views

crescent-network.ning.com/...reflections-on-publishing

publishing reflections academic blog

shared by Graham Atttwell on 18 Mar 10 - Cached
  • Graham Atttwell on 18 Mar 10
     
    "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."
LUCIAN DUMA

Do you want to be a mentor or a learner than you should join TEACHER CHALLENGE #edchat ... - 0 views

web20ineducation2010.ning.com/...do-you-want-to-be-a-mentor-or

Teacher Challenge Connecting teachers free professional learning . classroom2.0

shared by LUCIAN DUMA on 16 Jan 11 - No Cached
  • LUCIAN DUMA on 16 Jan 11
     
    Teacher Challenge - Connecting teachers through free professional learning .
anonymous

Voki : a fun and free animated avatar tool for educators - 0 views

educationaltech-med.blogspot.com/...free-animated-avatar-tool.html

education web2.0

shared by anonymous on 24 Sep 11 - No Cached
  • anonymous on 24 Sep 11
     
    Voki is an animation website . It is “ a free service that allows you to create personalized speaking avatars and use them on your blog, profiles and in email messages”. This web2.0 tool is very important in education as It enables teachers and students to express themselves on the web in their own voice , using a talking character.
Dennis OConnor

Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 0 views

www.somerandomthoughts.com/...s-keynote-at-moodlemoot-canada

keynote martin dougiamas imoot moodle

shared by Dennis OConnor on 07 May 11 - No Cached
  • Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmonton.
  • 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.
  • 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
  • ...10 more annotations...
  •  ”a lot of people find that giving students the ability to teach is a valuable learning process” – Martin Dougiamas.
  • 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.
  • 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
  • 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” .
  • 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.
  • 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)
  • 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.
  • 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.
  • What is going to happen in 2.2 and beyond?
  • 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)
  • Dennis OConnor on 07 May 11
     
    An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 .  (I'll make the move when we have 2.1 or 2.2.)  
« First ‹ Previous 41 - 60 of 94 Next › Last »
Showing 20▼ items per page