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E-Cigs Zone

The Facts About Tobacco - 0 views

Visit http://www.eciganywhere.tk You already know regular smoking is bad for you but do you know how bad it really is? Reading this should get you fired up to stop conventional cigarette smoking! ...

resources e-learning elearning learning

started by E-Cigs Zone on 28 May 12 no follow-up yet
minato lee

Techniques Creating Long Distance Relationship Work - 0 views

tipstoahealthy-relationship.blogspot.com/...es-creating-long-distance.html

long distance advice date ideas dating tips girlfriend in college information relationship

shared by minato lee on 01 Oct 13 - No Cached
  • minato lee on 01 Oct 13
     
    Healthy Relationship - When one partner is forced to move with their jobs , the couple did not get a real idea of ​​how to create a long- distance relationship work . The first possibility to express their undying love and promising to speak every day on the phone or tell each other that the distance is not a problem. But if you 've been in a long distance relationship , you 'll know it's not that simple .
BluEnt Global

The Truth About Your SEO Contract That Could Save You Big Dollars - 0 views

www.bluent.ca/...ould-save-you-big-dollars.html

bluent seo vendors toronto seo pricing plans seo project cost toronto search engine optimization cost seo services cost toronto

shared by BluEnt Global on 18 Sep 14 - No Cached
  • BluEnt Global on 18 Sep 14
     
    BluEnt reveals the top three factors impacting search engine optimization contract. Achieve the highest possible ROI with the best SEO pricing plan.
Shannon Panzo

Mental Photography (ZOXing) Report - 3 views

Mental Photography Brain Management ZOXing ZOX Pro Training Knowledge is Power 1. Are you overworked and stressed out? 2...

father of mental photography Digital Product Brain Management

started by Shannon Panzo on 09 Jul 15 no follow-up yet
Shannon Panzo

The Best Speed Reading is NOT Speed Reading! It's ZOXing! - 1 views

The Best Speed Reading is NOT Speed Reading! It's ZOXing! Speed Reading? What about ZOXing? (ZOX Pro Training Series - Part 1) Ah, speed reading! If you're like most people, speed reading probab...

Brain Management Digital Product father of mental photography

started by Shannon Panzo on 27 Aug 15 no follow-up yet
Shannon Panzo

Speed Reading? What about ZOXing? - 5 views

Ah, speed reading! If you're like most people, speed reading probably conjures up romantic imagery of being able to just whip right through all kinds of wonderful books and poems and blogs and othe...

Brain Management Digital Product father of mental photography

started by Shannon Panzo on 06 Jul 15 no follow-up yet
Shannon Panzo

How Do You Get a Photographic Memory? - 4 views

The idea of the photographic memory excites most people. Hollywood glamorizes it and tells us that the photographic memory is something that truly goes bump in the night. And that you will have all...

Shannon Panzo Mind Emotions Brain Management

started by Shannon Panzo on 28 May 15 no follow-up yet
Shannon Panzo

Learn To Trust Your Intuition With ZOXing - 6 views

Solve Your Problems With Intuition How would you like to have the ability to simply solve your problems? Is it even possible? Yes, if you trust your intuition. ZOX Pro teaches you ...

father of mental photography Digital Product Brain Management

started by Shannon Panzo on 16 Jul 15 no follow-up yet
Elizabeth Koh

We Tell Stories - 'The 21 Steps' by Charles Cumming - 0 views

wetellstories.co.uk/week1

book google maps innovation mashups reading

shared by Elizabeth Koh on 06 Apr 08 - Cached
  • Elizabeth Koh on 06 Apr 08
     
    Interesting idea of using google maps as the visual for a fictional story. Possibilities for education innovation?
Glenn Hoyle

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

www.irrodl.org/...1178

interaction equivalency instructional_design self-paced research

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.
Lisa M Lane

Open for Learning: The CMS and the Open Learning Network | in education - 2 views

ineducation.ca/...-cms-and-open-learning-network

lms cms

shared by Lisa M Lane on 29 Jan 10 - Cached
  • technology has failed to transform learning
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      Technology does not transform learning -- people developing and using technology to transform learning does that. Does one blame the technology, its design, or the uses to which it's been put?
  • these disruptions are likely to come from educational technologists and leaders exploring new tools and new approaches to learning.
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      or, what would be even better from a pedagogical perspective, change could come from innovative faculty, as they use new tools to achieve their teaching goals
  • should also be taken as critiques of the predominant pedagogical model in higher education
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      It is, I think, primarily a critique of the pedagogical model.
  • ...3 more annotations...
  • Because there is some confidential and proprietary data in the CMS, we have traditionally locked all course data behind a login screen, viewable only by an instructor and the officially enrolled members of his or her class
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      An excellent point! This can be solved with selective use of CMS elements, and entering as little as possible into the LMS. Linking out is significant as a practice and a philosophy. I try to teach faculty to do that regardless of which CMS they are using.
  • the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs
  • In practice, the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs.
  • Lisa M Lane on 29 Jan 10
     
    commented and annotated by several people, including me -- Jared Stein's comments particularly helpful
tee jesud

jesus: Jesus said in answer, Truly, I say to you, If a man's birth is not from water an... - 0 views

jesus-tee.blogspot.com/...answer-truly-i-say-to-you.html

said jesus

shared by tee jesud on 06 Apr 10 - Cached
  • tee jesud on 06 Apr 10
     
    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,
anonymous

Les m@p enfin chez eux - Voix Haute - 0 views

voixhaute.com/...spip.php

m@p

shared by anonymous on 21 Mar 11 - No Cached
  • Les Moulins à paroles (m@p) s’émancipent. Ils possèdent à présent leur espace dédié, où ils sont publiés sous licence Creative Commons, et où il sera possible, à tout moment, de les retrouver tous et seulement eux.
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