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Firstly, when you start Redesign Your Web, make sure that what you want to appeal your visitor. Because if you have fundamental idea that what you are going to do then it will be surely more appropriate for you. Create a template which shows how your website will be displayed. Make sure that your website designed effectively.

Notes from Cheryl Lemke's COSN09 session "Social Networking, Web 2.0, and Learning: What the Research Says."

* Creating an Opera widget is quick and painless, with just a few pointers in the right direction. This article details what a widget is and what you need to create one, and also takes you through creating, running and packaging a widget step by step. The basic techniques discussed here also apply to widgets intended to run on mobiles, set-top-boxes or within the Opera browser on the Nintendo Wii Internet Channel.

"This web site synthesises outputs from the JISC Learner Experiences of e-Learning programme. The programme spanned two phases over four years from 2005-2009. It comprised nine research projects in total (two in phase 1 and seven in phase two), employed mixed method approaches, and had the sustained involvement of over 200 learners and more than 3000 survey respondents. Five national workshops were run disseminating the methods and findings. The programme focussed on the learner voice. Learners allowed us into their worlds and showed us what it is like to study in a technology-rich age. The projects produced a huge collection of rich, detailed data that sheds light on what learners expect from the use of technology in post-compulsory education and the choices they make about using technology to support their study."

Jesus answered and said to him, "Are you the teacher of Israel and do not understand these things? 11 "Truly, truly, I say to you, we speak of what we know and testify of what we have seen, and you do not accept our testimony. 12 "If I told you earthly things and you do not believe, how will you believe if I tell you heavenly things?

Jesus answered them, "Have you never read what David did when he and his companions were hungry? He entered the house of God, and taking the consecrated bread, he ate what is lawful only for priests to eat. And he also gave some to his companions.

Then they said to him, Who are you? Jesus said, What I said to you from the first. 26 I have much to say about you and against you: but he who sent me is true and what he has said to me I say to the world.

Jesus made answer, I said things openly to the world at all times; I have given my teaching in the Synagogues and in the Temple to which all the Jews come; and I have said nothing secretly. 21 Why are you questioning me? put questions to my hearers about what I have said to them: they have knowledge of what I said.

Great post from David Jones examining the difference between what we believe to be good practice in elearning and what institutions actually support (whether that support is explicit or not).

What if every student (and educator) was a good online researcher?  I know, you don't have the time to teach information fluency skills.  What if you could get a significant advance is skills with just a 2 -3  hour time commitment?  Here's a great Prezi 'fly by" of the new Information Investigator 3.1 online self paced class.  Watch the presentation carefully to find the link to a free code to take the class for evaluation purposes. 

"Social networking software sites are often mistakenly called learning communities, betraying a significant lack of agreement or concern for what actually constitutes a community. However, social networking sites are being used by teachers to engage students in dynamic ways, and by learners as vehicles for constructing their own, very personal learning environments and communities. This paper draws on lessons we have learned about building personal learning environments and virtual communities from our research and experience in formal and non-formal learning environments. It addresses the key questions of how can we construct, maintain and usher out communities, who joins communities, and what characteristics of communities seem to be shared across learning environments. The paper also questions whether the label "community" is actually a failed metaphor for something that seems to be much too dynamic and elusive to capture with a single construct. "

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.)  

What are the best social networks to build a pln in education 2.0 ? http://www.quora.com/What-are-the-best-social-networks-to-build-a-pln-in-education-2-0

With Fiction Express, ebook chapters are released every Friday at 3:00. The readers vote on what should happen next and the author writes the next chapter. What a cool idea!

How might we define intelligence? What do we mean when we speak of intelligence and what evidence do we seek when we look for it? Is it a singular, fixed attribute determined at birth or does it vary across time and environment?

An online resource which puts players in the heart of the newsroom to explore sources and make journalistic decisions and attempt to discover what is real and what is fake news.

In these times of Volatility, Uncertainty, Complexity and Ambiguity (VUCA), in this Post Truth era, what do our children most need from their education? How do we best prepare them for their future?

Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.