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tee jesud

jesus: Jesus perceived their wickedness and said, - 0 views

jesus-tee.blogspot.com/...ived-their-wickedness-and.html

jesus perceived their said

shared by tee jesud on 19 Mar 10 - Cached
  • tee jesud on 19 Mar 10
     
    they sent out to him their disciples with the Herodians, saying, "Master, we know that you are true, and teach the way of God in truth
Chris Lott

The Ed Techie: Remote conference participation - results - 9 views

nogoodreason.typepad.co.uk/...nce-participation-results.html

rumilinks conferences participation education

shared by Chris Lott on 03 Nov 09 - Cached
  • Chris Lott on 03 Nov 09
     
    This is a subject that deserves some thought. For the most part, online conferences (and online strands of face-to-face) seem to be perceived as (and often subtly created as) alternative to the "real thing" that are inferior but better-than-nothing. Reminds me of the way distance education and online learning (mostly) used to be seen the same way in comparison to their face-to-face counterparts...
  • Chris Lott on 03 Nov 09
     
    This is a subject that deserves some thought. For the most part, online conferences (and online strands of face-to-face) seem to be perceived as (and often subtly created as) alternative to the "real thing" that are inferior but better-than-nothing. Reminds me of the way distance education and online learning (mostly) used to be seen the same way in comparison to their face-to-face counterparts...
Nigel Coutts

What do we need to know? - The Learner's Way - 0 views

thelearnersway.net/...what-do-we-need-to-know

education teaching learning

shared by Nigel Coutts on 09 Apr 17 - No Cached
  • Nigel Coutts on 09 Apr 17
     
    I keep circling back to this question of what do we need to know, or to learn. It comes up so often in conversations around education and is closely connected to what we hope to achieve for our students. It is a question whose answer shapes not only what we teach but how we teach and what we assess. It strikes at the heart of how we perceive the role of education in society and the way we answer it reveals much about our personal philosophy of education. 
John Onwuegbu

Exclusive Report: Mixed State of Readiness for New Cybersecurity Regulations in Europe | Questechie - 2 views

www.questechie.com/...cybersecurity-regulations.html

cybersecurity regulations europe

shared by John Onwuegbu on 11 May 15 - No Cached
  • John Onwuegbu on 11 May 15
     
    This report gauges how organizations perceive the scale and importance of the legislation and predicts how organizations in France, Germany and the UK are most likely to prepare themselves for compliance.
Zsolt Kulcsár

Creating the random learning theory - 0 views

connectirmeli.wordpress.com/...ly-sent-to-blogger-sep-05-2008

article cck08 connectivism leadership learning mindmap

shared by Zsolt Kulcsár on 25 Sep 08 - Cached
  • Zsolt Kulcsár on 25 Sep 08
     
    CCK08 course - learning process representation by Irmeli Aro.
  • Zsolt Kulcsár on 25 Sep 08
     
    Irmeli Aro - I'm approaching this course as I illustrate in the following picture: Connectivism and Connective Knowledge 2008 I consider this course a success when I'm able to define how randomness in learning is created in practice. I'm perceiving that process in the following picture: Innovative Leadership and Learning towards 2020
Glenn Hoyle

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences - 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.
Antwak Short videos

How to prevent Ransomware attacks in 2021? - 0 views

www.antwak.com/...2373-trending-cyber-attacks

Ransomware cyber attacks hacking antwak

shared by Antwak Short videos on 03 Mar 21 - No Cached
  • Antwak Short videos on 03 Mar 21
     
    Do your systems have protection against Ransomware attacks? Ransomware is a sort of malware that cybercriminals use to extort cash. It holds information to ransom with encryption or by keeping users out of their devices. Few tips to prevent Ransomware attacks: This section gives you tips on the best way to safeguard from ransomware attacks. Never click on unverified weblinks Try not to click spam emails or on unfamiliar sites. Downloads that start when you click on malicious links is one way that your system could get tainted When the ransomware is on your system, it will encrypt your information or lock your system. When the ransomware has something to hold as "hostage", it will request a payoff with the goal that you can recover your data. Paying these payoffs may seem like the easiest solution. But it is actually what the criminal needs you to do and paying these payments doesn't ensure they will give you access to your device or your data back. Never open untrusted email attachments Another way that ransomware could get onto your system is through an email attachment (Email breach) Try not to open email attachments from senders you don't trust Always download from a reliable source To decrease the risk of downloading ransomware, don't download software or media documents from unknown sites. Go to verified, trusted sites on the off chance that you need to download something. Most respectable sites will have markers of trust that you can perceive. Simply look in the hunt bar to check whether the site utilizes 'HTTPS' rather than 'HTTP.' In case you're downloading something on your mobile, ensure you download from trustworthy sources. For instance, Android telephones should use the Google Play Store to download applications and iPhone clients should use the App Store. Avoid sharing personal data If you get a call, text, or email from an untrusted source that requests personal data, don't give it out. Cybercriminals planning
lu go

Agile learning, Agile Software development and the Mobile Internet | ToolsAndTaxonomy.com - 0 views

www.toolsandtaxonomy.com/...opment-and-the-mobile-internet

agilelearn learning agile

shared by lu go on 04 Nov 10 - No Cached
  • I attempt to map the agile development manifesto themes onto a agile learning theme
  • In software development, the ‘agile’ movement was as a reaction against large scale development projects governed by a monolithic organisational standard perceived to be overly bureaucratic, costly and slow
  • Learner satisfaction by rapid attainment of learning concepts that can be applied
  • ...10 more annotations...
  • The ability to change particular learning goals as understanding or issues arise
  • Close relationship between educators and learners (often with blurred roles)
  • mixing synchronous and asynchronous communication as a key feature, and augmented via technology
  • There has to be shared vision and common goal for the learning activity
  • Self organising teams of 5-9 to facilitate development
  • No one method or way of being an agile learner or supporting Agile Learning, but they require a goal and some organisation
  • the internet, promotes self-directed learning — be it formal, informal or recreational.
  • recipes, plus a learning goal, can form the basis of significant learning and development programmes.
  • core agile skills
  • Having clear criteria that define the end of a learning iteration can only be a good thing
Peter Johansson

Your Facebook Profile Isn't Really "You" - ReadWriteWeb - 0 views

www.readwriteweb.com/...ook_profile_isnt_realy_you.php

facebook readwriteweb sociala_network

shared by Peter Johansson on 04 Apr 08 - Cached
  • Gosling was drawn to this research because he believed that how one is perceived online is more important than ever these days since social networks are often where other people get their first impression of you.
  • He also mentioned that your social networking profile could also impact your employment opportunities as savvy employers have learned to search out the online profiles of potential new hires.
  • Peter Johansson on 04 Apr 08
     
    Is that a surprise to anyone? :- )
mdalmamun99

MINDSET THE NEW PSYCHOLOGY OF SUCCESS - 0 views

MINDSET THE NEW PSYCHOLOGY OF SUCCESS Mindset the new psychology of success pdf," written by Carol S. Dweck, is a groundbreaking exploration of human potential and achievement that delves into the ...

book story news

started by mdalmamun99 on 13 Aug 23 no follow-up yet
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