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Adildi ldinlio

Adobe Creative Suite 3 Web Premium All-in-One Desk Reference For Dummies|free ebooks do... - 0 views

www.ebook-x.com/esk-reference-for-dummies.html

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shared by Adildi ldinlio on 18 Oct 08 - Cached
  • Adildi ldinlio on 18 Oct 08
     
    Adobe Creative Suite 3 Web Premium All-in-One Desk Reference For Dummies free download at the best library for free multimedia ebooks download.
Adildi ldinlio

ASP.NET Solutions - 23 Case Studies|free ebooks download - 0 views

www.ebook-x.com/solutions-23-case-studies.html

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shared by Adildi ldinlio on 16 Oct 08 - Cached
  • Adildi ldinlio on 16 Oct 08
     
    ASP.NET Solutions - 23 Case Studies free download at the best library for free asp.net ebooks download.
Adildi ldinlio

Pro Web 2.0 Application Development with GWT - free ebooks download - 0 views

www.ebook-x.com/tion-development-with-gwt.html

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shared by Adildi ldinlio on 14 Oct 08 - Cached
  • Adildi ldinlio on 14 Oct 08
     
    Pro Web 2.0 Application Development with GWT free download at the best library for free webdesign ebooks download.
Adildi ldinlio

Mac OS X Server Administrators Guide|free ebooks download - 0 views

www.ebook-x.com/rver-administrators-guide.html

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shared by Adildi ldinlio on 13 Oct 08 - Cached
  • Adildi ldinlio on 13 Oct 08
     
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Nergiz Kern

psiphon - 0 views

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shared by Nergiz Kern on 23 May 08 - Cached
  • Nergiz Kern on 23 May 08
     
    Psiphon is a censorship circumvention solution that allows users to access blocked sites in countries where the Internet is censored. psiphon turns a regular home computer into a personal, encrypted server capable of retrieving and displaying web pages anywhere
Teachers Without Borders

Parents to be shown how to protect children online | Technology | The Guardian - 0 views

www.guardian.co.uk/...privacy.childprotection

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shared by Teachers Without Borders on 02 Jun 08 - Cached
  • Her report, treading a delicate line between tighter regulation and better coordinated parental education, will argue that industry and government must do more to provide information to parents on how to set timers on computers, video games and console games. She will propose:
  • She will also concede that academic research on the impact of the net on children and their lifestyles is inadequate.
  • · New codes of practice to regulate social networking sites, such as Bebo and Facebook, including clear standards on privacy and harmful content;· A gold standard for the use of console games, including clear set-up guidance for parents on issues such as pin codes and locks;· Better information for parents on how to block children accessing some websites. Byron has been struck that the technology exists to impose timers and filters, but there has been little take-up, knowledge or development of the technology;
  • ...1 more annotation...
  • Her research has shown that parents are most worried by predators and children are most concerned by cyberbullying.
Glenn Hoyle

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views

www.irrodl.org/...1178

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shared by Glenn Hoyle on 25 Apr 09 - Cached
  • This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts: 1. What forms of interaction do adult learners engage in most in self-paced online courses? 2. What forms of interaction do adult learners value most in self-paced online courses? 3. What forms of interaction do adult learners identify as equivalent in self-paced online courses? 4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
  • Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
    • Mike Fandey
      Mike Fandey on 25 Apr 09
       
      The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.
  • Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
  • ...7 more annotations...
  • Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
  • Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
  • Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
  • informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
  • Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
  • In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
  • This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
  • Glenn Hoyle on 25 Apr 09
     
    Learning takes place through active engagement rather than passive transmission.
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