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Leo de Carvalho

eLearn: Case Studies - Group Discussion in Online Statistics Courses - 0 views

  • However, one main advantage about using discussion groups in the online environment is that the instructor can witness the full evolution of a group's discussion.
    • Leo de Carvalho
       
      uma das vantagens de grupos de discussao é que o instrutor fica consciente de toda a evolucao da discussao do grupo.
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    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.
Ihering Alcoforado

Nairobi 2010 Conference Reoprt - 5 views

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    Nairobi 2010 Conference Reoprt  Climate Change and Natural Resource Use in Eastern Africa: Impacts, Adaptation and Mitigation Report of the 3rd Scientific Conference of the Ecological Society for Eastern Africa (ESEA) and co-hosted with the Pan African Climate Justice Alliance (PACJA) at Multimedia University College, Nairobi, 19 - 21 May 2010 By Nicholas Oguge, Caroline Lumosi, Teddy Odindo, Joseph Ngondi and Philista Malaki October 4, 2010 Summary While the Earth's climate has changed throughout history, the current warming trend has been of particular concern because most of it is human-induced and proceeding at a rate that is unprecedented.  One of the greatest concerns of this global warming is climate variability and change.  The risks associated with climate change add to development challenges such as food and water insecurity. Although climate change is only one of the many drivers negatively affecting biodiversity and ecosystem services, it certainly exacerbates the other factors such as land degradation and unsustainable natural resource use. There is general concern on the accelerating deterioration of the human environment and natural resources. This would widen poverty levels confronting eastern African countries and threaten gains made towards achieving the Millennium Development Goals. Thus, the Ecological Society for Eastern African organised its 3rd annual scientific conference with a theme addressing this global challenge.  The idea was to bring together researchers, policy makers and the general public together to discuss the climate change phenomena, its impacts, mitigation strategies and adaptation measures with regard to natural resource use in Eastern Africa. In order to address above issues and to reach out to a wider audience, we designed the conference strategically on three tiers:   1. Plenary talks: to provide policy information and direction, science on climate change, ecological and socio-economic effects, how to commun
Dennis OConnor

Emerging Asynchronous Conversation Models : eLearning Technology - 0 views

  • The standard model for asynchronous conversations is discussion forum software like vBulletin.  I've talked before about the significant value that can be obtained as part of Discussion Forums for Knowledge Sharing at Capital City Bank and how that translates in a Success Formula for Discussion Forums in Financial Services.  I also looked at Making Intranet Discussion Groups Effective.
  • However, I've struggled with the problem of destinations vs. social networks and the spread of conversation (see Forums vs. Social Networks). 
  • Talkwheel  is made to handle real-time group conversations and asynchronous ones.  It can act as an instant messaging service a bit like Yammer, HipChat for companies and other groups, but the layout is designed to make these discussions easier to see, archive, and work asynchronously.
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  • Talkwheel’s design makes class conversations easier to follow, more interactive, and more effectively organized. It eliminates the problem of navigating multithreaded conversations, enables real-time group conversation, and makes referencing asynchronous conversations much easier. Talkwheel’s dashboard organization allows teachers to organize all their classes and projects in one centralized location, while Talkwheel's analytics helps teachers and administrators quantitatively monitor their students’ progress throughout the year.
  • Quora is a Q&A site nicely integrated with Facebook that has done a good job providing a means to ask questions and get answers.
  • Quora has been able to form quite an elite network of VCs, entrepreneurs, and other experts to answer questions.  They've also created topic pages such as: Learning Management System. 
  • Finally, Namesake, is a tool for real-time and asynchronous conversations.  It's a bit like Quora but more focused on conversation as compared to Q&A and it allows real-time conversation a bit like twitter.  You can see an example of a conversation around phones below.
  • All of these point to new types of conversation models that are emerging in tools.
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    Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?
justquestionans

CIS 211 MODULE 2 DISCUSSION - Just Question Answer - 0 views

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    CIS 211 MODULE 2 DISCUSSION Q1: Describe how Recursion problem-solving approach works with the help of an example. (At least 100 Words). Q2: Discuss following statement with example(s) in 100 words: â€Å"complex problems can have simple recursive solutions”. Q3: Some recursive solutions are so inefficient that they should not be used. List and discuss factors that contribute to the inefficiency of some recursive solutions. (At least 50 Words).
Glenn Hoyle

http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=2&IssueID=9&ArticleID=27 - 1 views

  • In support of research examining relationships between learner characteristics and the quality of online discussions, this paper surveys different methods for evaluating discussions. The paper will present coding methods used in our own research as well as methods used by others interested in quality online discussions. Key topics include what constitutes quality in online discussions and how that quality can be measured?
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    Defining and measuring quality in online discussions.
justquestionans

ACC 562 WEEK 10 ASSIGNMENT 4 - Just Question Answer - 0 views

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    ACC 562 WEEK 10 ASSIGNMENT 4 Visit the Website of Eastman Kodak at http://www.kodak.com and review the most recent financial report Write a six to eight page paper in which you 1. Evaluate the current financial condition of Eastman Kodak based on its most recent quarterly report, which can be located at http://www.Kodak.com. Based on your evaluation, discuss the most significant â€Å"red flags” for its public accounting firm to consider. 2. Assume that you are the PricewaterhouseCoopers audit engagement partner and have assessed Kodak as a high-risk client. Explain the modification you would make to the audit engagement procedures to minimize any potential liability of the firm. 3. Create an argument to the Kodak shareholders that, despite the long relationship between Kodak and PricewaterhouseCoopers, the public accounting firm maintains its professional independence. 4. In audits of high-risk clients, determine which requirements in the AICPA- Code of Professional conduct are most likely to be breached by the auditors. Provide your rationale. 5. Analyze the risk of financial fraud at Kodak and how it is most likely to be committed. 6. Based on your analysis of the financial fraud risk areas, discuss the internal controls that should be implemented. Given Kodak filing for bankruptcy, discuss the fiduciary responsibility of the audit committee and board of directors. 7. Use at least four (4) quality resources in this assignment.
Antwak Short videos

Top 10 Podcasts for Cybersecurity in 2021 - 0 views

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    Cybersecurity is an area that is new and exciting. People like to know how to be safe from cyber attacks to digital terrorism. It can at first seem daunting to dive into the field of cybersecurity because it is a complex topic. However, with technology being a greater part of everyday life, it is a must to know about cyber risks. Cybersecurity podcasts have been a useful tool for years to absorb security content, keep updated with the recent risks, hear about current events, and everything else you need to know in order to stay at the top of your game. If you work in technology or are only starting to learn about the field, these are the best podcasts on the topic of cybersecurity. There are several great podcasters lauding from the security field, delivering decades of experience, fresh experiences, and useful knowledge to listeners around the globe. We have discovered 10 podcasts full of engaging conversations, interviews, and resources on recent trends and events. These podcasts are great at keeping up on the news, gathering valuable advice, not to forget that they are fun to listen to, from the newest security technologies to the emergence of new malware. Here goes the list of top 10 podcasts in cybersecurity in 2021. 1. Darknet Diaries: Host: Jack Rhysider Date of podcast launch: September 2017 Three typical topics: ATM hacking, the history of carding, Stuxnet Available on: RSS, YouTube, Spotify, iTunes, Google, Overcast, Stitcher and others Average episode length: 60 minutes, bi-weekly Website: darknetdiaries.com Darkest Diaries is undoubtedly amongst one of the most fascinating and interesting podcasts. Something that should be on the top of your watchlist. This investigatory podcast digs deeper into actual tales about cybercrime, malware, and everything else on the internet that is suspicious. Darknet Diaries provides extensive review for those who are pragmatic about the data breaches faced to today's people and corporations, featuring "true stories f
Glenn Hoyle

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

  • 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
       
      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).
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  • 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.
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    Learning takes place through active engagement rather than passive transmission.
Dennis OConnor

What Do Students Learn Through Discussion? | Faculty Focus - 0 views

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    A thoughtful look at why we use discussions in online classes. It's a good thing to examine our assumptions and return to first principals.  Enormously useful. 
Vanessa Vaile

MOOC - The Resurgence of Community in Online Learning - 0 views

    • Vanessa Vaile
       
      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.
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  • 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?
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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. 
Martin Burrett

Thunks - Get Thunking - 0 views

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    This site has been a wonderful source of discussion ideas in my class, especially in philosophy sessions. This site has an archive going back to 2007 of over 1,000 fabulous question that will get your class (and you) thinking and discussing. You can even submit your own brain bouncing questions to the site. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Keith Hamon

JOLT - Journal of Online Learning and Teaching - 0 views

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    As the use of web logs (blogs) becomes increasingly popular, many faculty members have incorporated them into college courses to engage students in discussing course materials, to foster a sense of community, and to enhance learning.   This study, conducted at a business institution, introduces blogs as a tool to help students prepare for meaningful classroom discussion.
anonymous

Subscribe to the e-Learning Lingo Podcast today! - 1 views

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    The e-Learning Lingo Podcasts are created as a free service to academia and the e-Learning industry at large. Each week, the e-Learning Lingo Podcast Series discusses one or two important terms used in the e-Learning industry. On the e-Learning Lingo Podcast Series, there are three great ways to join the discussion. You may post a message to the blog; leave a web-based voicemail using MyChingo; or call in and leave a message about each show. We want to hear from you!
Dennis OConnor

Discussion Board Etiquette - 0 views

  • The Discussion Board is a vital part of communication in online learning. If all participants agree to follow a few principles of civility and professionalism, the discussion board can be a great opportunity to express opinions, share ideas, and receive feedback from peers who are engaged in the same learning objectives.
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    Excellent resource from UW-Stout Online
justquestionans

ECO 372 Week 1 Discussion 3 - Just Question Answer - 0 views

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    ECO 372 Week 1 Discussion 3 Identify economic factors that affect the real GDP, the unemployment rate, the inflation rate, and a key interest rate. How do you predict the economy will perform in the next two years given the current state of two of the economic factors you identified? How might your organization be affected by these changes?
Nigel Coutts

Reflections from The Future of Education Conference - The Learner's Way - 0 views

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    The Future of Education is a topic often discussed, and at the recent gathering of educators in Florence, it was the title and theme for the conference. Now in its ninth year, The Future of Education is an international conference that attracts educators from around the world and across all domains touched by education. The conference is an inspiring two days of discussion and sharing, with the city of Florence, the centre of the Renaissance, providing a constant reminder of what might be possible when creativity and critical thinking combine. Here are my key takeaways from this event.
Antwak Short videos

Insightful videos on "Interview Preparation" by 26+ professionals - 0 views

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    Here's the step by step guide for Data Science Interview Process The Interview process begins directly from the point you begin investigating the various job positions that allure you. Furthermore, it goes up to the stage of in-person (face to face) interviews. Remember that this is a crucial interview procedure. You probably won't need to experience every single step in your interview procedure. Comprehend and follow the Different Roles, Skills and Interviews Update your Resume and Start Applying! Telephonic Screening Clearing the Assignments In-Person Interaction(s) Post-Interview Steps The above-mentioned steps will be helpful all through your Interview preparation! Know about different Roles, Skills and Interviews in Data Science The main thing you need to comprehend is that there are many jobs in the data science environment. An average data science project has a life cycle. A data scientist is just one part of an effective data science project. Let's check out a quick run-through of different data Scientist job roles. Data Scientist Business Analyst Data Analyst Data Visualizer Analyst Data Science Manager Data Architect AI Engineer PC Vision Engineer You need to have great correspondence and critical thinking skills. You need not know Python and technicals skills. A data architect will probably be tested on his/her programming skills. Get prepared as per the company's expectations. Prepare for the interviews- Create your Digital presence Over 80% of employers we addressed revealed that they check an applicant's LinkedIn profile. Recruiters need to crosscheck and assure the claims made in the resume are genuine or not. You ought to have a LinkedIn profile. It ought to be updated and enhanced by the role(s) you're applying for. Make a GitHub account. Writing computer programs is a crucial task in the data science job role. Transferring your code and ventures to GitHub helps the recruiters see your work directly. Regularly
Martin Burrett

Session 315: Tips for dealing with disruptive pupils - 0 views

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    "The discussion begun which participants talking about what they viewed as disruption. Most people agreed that swinging on chairs, being late and calling out were disruptive to learning (although many felt that the root causes needed to be identified and addressed), but there was genuine disagreement about pupil interaction and banter with some UKEdChatters saying this was an inappropriate distraction, while others said they enjoyed and welcome this, at least to a point."
Dianne Rees

Book List from Early #lrnchat Discussion Aug 26 « #Lrnchat Blog - 2 views

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    book recommendations from #lrnchat discussion
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