Group items tagged

Few online resources provoke as much controversy in the library community as Wikipedia. Some librarians hate it, arguing that since anyone can edit it, it can't be trusted. Others love it, because it is fast, easy to use, and a good starting point for research. With such a conflicted relationship, there's no clear answer as to where (or whether) Wikipedia belongs in libraries. We librarians are not sure what we should do with it.

My argument then is that the conventional LMS is the wrong metaphor, not just the wrong technology, for engaging with some of the changes we are seeing that we might cluster under the web 2.0 banner. I am in the position of being able to quote myself, so I'll let M Weller sum it up: I would suggest that the reason the centralised LMS is not the answer to the 'web 2.0 problem' for education is because in its software DNA it embodies the wrong metaphor. It seeks to realise the principles of hierarchy, control and centralisation - the traditional classroom made virtual. This approach won't help educators understand the new challenges and opportunities they are now facing.

What is LearnHub? This is a social learning network where people teach & learn online. Teach * Sell online courses & tutoring * Enhance face-to-face classes * Host discussions & debates Learn * Join communities on many topics * Find lessons, tests, courses, and tutors * Ask questions & get answers

The intent of this study is to document K-12 Web 2.0 policies, practices, and perspectives in American schools from the perspective of school district administrators. The study was made possible through the generous support of the John D. and Catherine T. MacArthur Foundation. The CoSN study methodology included: 1) the design and field testing of a Web 2.0 survey for three respondent groups: school district superintendents, curriculum directors, and technology directors; 2) the constructing of a representative, random sample from the 14,199 public school districts in the U.S. stratified by four locales (e.g., urban, suburban, town, and rural); 3) the data collection through online surveys; 4) the weighting of findings to ensure demographic representativeness; and 5) analysis and reporting of the results. The report is based on the surveys from nearly 1200 district administrators, including 389 superintendents, 441 technology directors, and 359 curriculum directors. The reader will note that throughout the report, Metiri identifies the respondent group(s) and the associated weighted number of respondents who answered any particular question or series of questions. The complete methodology for the survey is included in the Appendix.

I like advertising when it answers my questions at the moment I have them. Kicklight.com does that really well with videos, e.g. YouTube. Beyond advertising this has some great video based training potential. Kicklight opens the door to a simple approach: raise a provocative question via video and simultaneously link to more information. Here's a sample one for Amazon's Mp3 Downloads http://tinyurl.com/cfgdqs

he answered and said to them, "Because it is given to you to know the mysteries of the kingdom of heaven, but to them it is not given.

God says in the Bible, "Call to Me and I will answer you." (Jeremiah 33:3). This interaction is called prayer, and because Jesus became the bridge to the God

Jesus answered, "Truly, truly, I say to you, unless one is born of water and the Spirit he cannot enter into the kingdom of God.

Jesus answered them, "Elijah truly does come first, and restores all things.

tool to create polls where participants can ask and answer questions. Polls can be embedded in you webpage and results are analyzed in real time.

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.

If your eye causes you to stumble, throw it out; it is better for you to enter the kingdom of God with one eye, than, having two eyes, to be cast into hell,

The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences. "Why use web 2.0 tools when teaching science or math?" The answer is both simple and complex at the same time.

Jesus said to them in answer, The hour of the glory of the Son of man has come. 24 Truly I say to you, If a seed of grain does not go into the earth and come to an end, it is still a seed and no more; but through its death it gives much fruit.

Peter said, I will never let my feet be washed by you, never. Jesus said in answer, If I do not make you clean you have no part with me.

In this article, Michelle Everson summarized her attempt to use small-group discussion assignments in an online introductory statistics course. She have found that these assignments can be successful, and they can lead to opportunities for students to reason more about statistical concepts and help each other learn important course material. When using such assignments, we would encourage instructors to (1) create assignments that do not have just one "right" answer so that students have ample opportunities to discuss different ideas and respond to what their group members post, (2) allow several days for students to work on the assignment, (3) provide students with clear guidelines for every assignment so they know exactly what they need to do as a group, (4) provide incentives for students to post not only their own thoughts, but respond to what their group members have said, and (5) provide students with examples of what it means to reflectively respond to their peers. Most of all, we would encourage instructors to make their presence known to the discussion group during every discussion. Assure students that you will be there in order to make sure everyone is on the right track, and take whatever opportunity you can to cheer the group on, highlight important ideas that different members of the group have posted, and question the group in order to get them to think more critically about the material.

A nice flash whiteboard resource where users are given a multiplication question to answer by dragging along a numberline. http://ictmagic.wikispaces.com/maths

A nice primary worksheet website with well made, downloadable resources. A huge amount of English, maths, science and other subject worksheets and answer keys to choose from. http://ictmagic.wikispaces.com/Cross+Curricular