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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. 

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We all have had many years of experience in learning in face-to-face settings in both classrooms and seminar rooms. Although the face-to-face learning environments are often complex and unpredictable, we are very familiar with them and have developed high levels of skill in working in these environments. We cannot assume, however, that the skills, strategies, and techniques that we so effectively use in face-to-face learning environments will also work well in online learning.

Ask any teacher what they wish they had more of and the most common answer is likely to be time. Schools are inherently busy places and there is always much to be done. We all want to meet the needs of every student, add value to their education with breadth and depth, ensure adequate coverage of the curriculum and include aspects of play and discovery. Add up all that is done in a day over and above face-to-face teaching and you can only wonder at how we manage to fit it all into the time we have. So is there an answer to this dilemma, is there a secret method to finding more time in our schedules to achieve all that we want to?

$500 million would be awarded to create online instructional materials that would be available free to community colleges and their students. \n\n"And this will make it possible for a professor to complement his lecture with an online exercise, or for a student who can't be away from her family to still keep up with her coursework. We don't know where this kind of experiment will lead, but that's exactly why we ought to try it because I think there's a possibility that online education can provide especially for people who are already in the workforce and want to retrain the chance to upgrade their skills without having to quit their job."

Obama's plan could be transformative according to distance education expert.

As we make plans for how we will engage our students in their learning the decisions we make become fundamental to how they will grow to understand the purposes of learning. How our learners approach the curriculum and the disciplines is fundamental to the outcomes we may achieve for them. One path will set them up to view learning as the acquisition of information the other to see it as a process of asking and exploring questions of significance through the many unique lenses.

Traditional methods of teaching maths have more in common with how we programme a computer that what we might do if we wanted to engage our students in mathematical thinking. We shouldn't be overly surprised then when our students consider mathematics to be all about learning a set of rules that they need to apply in the right order so as to output the correct response. But is there a better way?

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We feel extremely elated when we are among the top 10 schools in Panchkula for we are putting our heart and soul towards the education and development of students. We expect the same from parents to take curiosity in knowing the quality of education that is being imparted in school.It is the responsibility of the parents to not to crib upon their child's behavioral, academic or co-scholastic performance and rather find optimal solutions to curb those issues. We make certain that we deliver our best because we know that we build a strong relationship with parents and together walk the path of educating and developing the wholesome personality of their child.

Our language choices communicate both intended and unintended messages. In the choices we make, in the subtlety of these choices, lies a truth more powerful than that conveyed by a literal reading of our words. When we look closely and critically at our use of language, we begin to see particular patterns which reveal much about what we genuinely value and expect from our learners. 

In "Factfulness", Hans Rosling shares a valuable insight into why we must question our assumptions. In times when we are bombarded with information, when false claims abound, having a disposition towards scepticism seems vital. Rosling urges us to not only question the facts we are presented with but the internal biases which influence how we interpret these facts.

If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.

As with many things in education, the outcome achieved will be a result of all that we do. Efforts to promote and empower student agency, voice and choice certainly falls into this category. We might have the best of intentions but unless each of our messaging systems align, we are unlikely to achieve success. So where do our efforts go wrong and what else might we change so that student agency is genuinely a part of our learning environment?

When we approach this task with key questions in mind, we focus our thinking on how we might plan learning experiences and opportunities that will have the impact we desire.

we must follow Jesus. How do we follow Jesus? We silently listen and obey him teaching us to deny ungodliness and worldly lusts, and how to live soberly, righteously, and godly, in this present world

Is enough to learn in the meta level? Simply learning how you can use the Internet to learn about the Renaissance is not enough, we must learn to paint a Sistine Chapel of our own.