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Namit kapoor

How to get more traffic from Facebook - 0 views

youthheaven.com/get-more-traffic-from-facebook

increase traffic less More traffic.

shared by Namit kapoor on 03 Dec 12 - No Cached
  • Namit kapoor on 03 Dec 12
     
    Get some traffic from facebook.. for bloggers..
puzznbuzzus

Some Interesting Health Facts You Must Know. - 0 views

1. When you are looking at someone you love, your pupils dilate, and they do the same when you are looking at someone you hate. 2. The human head is one-quarter of our total length at birth but on...

health quiz facts

started by puzznbuzzus on 15 Feb 17 no follow-up yet
Roger Morris

The Easiest Way To Earn From Your Books - 1 views

Being a book author, I already know that I could not easily get rich with this career because it takes time to have my books sold. Good thing that I have learned about Kindle Book Publishing and I ...

started by Roger Morris on 15 Sep 12 no follow-up yet
Robinson Kipling

Unlimited shared hosting - 1 views

web2.0 technology e-learning elearning

started by Robinson Kipling on 14 Feb 14 no follow-up yet
Shannon Panzo

How to get a photographic memory - 5 views

A photographic memory is the ability to recall past events in detail as if they are happening at this moment. Most people believe it to be an exceptionally handy tool in life. There are se...

home+study+training father+of+mental+photography digital+product brain+management+seminar brain+management

started by Shannon Panzo on 18 May 15 no follow-up yet
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

Speed Reading vs ZOXing - 4 views

What is Speed Reading vs ZOXing Readers, the world over, claim Reading to be primary for communication, and an essential factor in the new knowledge financial system. It also remains as an eff...

Brain Management Mind Emotions Shannon Panzo father of mental photography

started by Shannon Panzo on 04 Jun 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
Leon Cych

Half an Hour: The Future of Online Learning: Ten Years On - 0 views

halfanhour.blogspot.com/...-learning-ten-years-on_16.html

shared by Leon Cych on 16 Nov 08 - Cached
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)These will include not only the results from games and other competitions with other people and with simulators, but also their creative work, their multimedia projects, their interactions with other people in ongoing or ad hoc projects, and the myriad details we consider when we consider whether or not a person is well educated.Though there will continue to be ‘degrees’, these will be based on a mechanism of evaluation and recognition, rather than a lockstep marching through a prepared curriculum. And educational institutions will not have a monopoly on such evaluations (though the more prestigious ones will recognize the value of aggregating and assessing evaluations from other sources).Earning a degree will, in such a world, resemble less a series of tests and hurdles, and will come to resemble more a process of making a name for oneself in a community. The recommendation of one person by another as a peer will, in the end, become the standard of educational value, not the grade or degree.
    • Leon Cych
      Leon Cych on 16 Nov 08
       
      Interesting I see it going this way but there needs to be a massive culture shift for this to happen.
  • Thieme Hennis on 16 Nov 08
     
    Very extensive picture of the future of learning, by Stephen Downes
James OReilly

ThinkBalm publishes business value study « ThinkBalm: Immersive Internet insights & expertise - 0 views

thinkbalm.com/...publishes-business-value-study

shared by James OReilly on 20 Jun 09 - Cached
  • Nearly 30% of survey respondents (19 of 66) said their organization recouped their investment in immersive technologies in less than nine months, once their project(s) launched.
  • The top motivations for investment in immersive technology in 2008 /1Q 2009 were enabling people in disparate locations to spend time together, increased innovation, and cost savings or avoidance.
  • Early implementers are choosing the simplest use cases first. The most common were learning and training (80%, or 53 of 66 respondents focused on this use case) and meetings (76%, or 50 of 66 respondents). Some intend to take on more complex use cases in 2010 or 2011.
  • ...2 more annotations...
  • Immersive technology won out over a variety of alternatives primarily due to low cost and the increased engagement it delivers. The leading alternatives were Web conferencing and in-person meetings, followed by phone calls.
  • Work-related use of the Immersive Internet is in the early adopter phase. Before it can pass into the early majority phase, practitioners and the technology vendors who serve them must “cross the chasm.” The most common barriers to adoption are target users having inadequate hardware, corporate security restrictions, and getting users interested in the technology.
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.
Dennis OConnor

ALA | Interview with Keith Curry Lance - 0 views

www.ala.org/...interviewlance.cfm

ala 21cif library media specialist library2.0 research

shared by Dennis OConnor on 11 Jan 11 - No Cached
  • The basic question tackled in school library impact research to date have been if school libraries or librarians make a difference? And, if so, how much and how? At least in recent years, more attention has gone to measuring the impact of school libraries than to explaining how that impact is achieved; but, the focus is beginning to move from the former to the latter. Four studies, or sets of studies, illustrate the formative history of this line of research.
  • The findings documented, and elaborated upon, the SchoolMatch claim that [the level of] school library expenditures was a key predictor of academic achievement, as measured by standardized tests, specifically in Colorado, scores on the Iowa Tests of Basic Skills (ITBS).
  • other key library predictors, including the amount and level of library staffing, collection size, and the amount of time the school librarian spends playing an instructional role.
  • ...12 more annotations...
  • by 2005, the Colorado study model had been replicated and elaborated upon to a greater or lesser extent in Colorado and more than a dozen other states by five different researchers or research teams. Collectively, they have studied the impact of school libraries in approximately 8,700 schools with enrollments totaling more than 2.6 million students.
  • using this research to advocate for school library programs has affected the relationships of school librarians with both principals and teachers. Four out of five respondents (81 percent) reported that they shared the research with their principals. (Between one-third and half also reported sharing this research with their superintendents, other administrators, technology staff, and/or parents.) Almost two out of three respondents (66 percent) reported sharing the research with teachers. As a result, approximately two-thirds of respondents report that sharing the research improved their relationships with their principals (69 percent) or teachers (66 percent).
  • Krashen suggests quite the reverse. Reading and library use are not direct consequences of students being from more prosperous homes, but rather from the fact that more prosperous homes tend to offer more books and other reading materials, and, thereby, to encourage reading and library use. Thus, he hypothesizes, libraries—both public and school—have an important role to play in equalizing access to books and other reading materials for disadvantaged students.
  • Overall, students and teachers confirmed that the school libraries studied helped students by making them more information- and computer-literate generally, but especially in their school work, and by encouraging them to read for pleasure and information—and, in the latter case, to read critically—beyond what they are required to do for school.
  • their core results were remarkably consistent. Across states and grade levels, test scores correlated positively and statistically significantly with staff and collection size; library staff activities related to learning and teaching, information access and delivery, and program administration; and the availability of networked computers, both in the library and elsewhere in the school, that provide access to library catalogs, licensed databases, and the World Wide Web. The cause-and-effect claim associated with these correlations was strengthened by the reliability of the relationships between key library variables (i.e., staffing levels, collection size, spending) and test scores when other school and community conditions were taken into account.
  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
  • Dennis OConnor on 11 Jan 11
     
    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
Dennis OConnor

When online learning fails « Tony Bates - 0 views

www.tonybates.ca/...when-online-learning-fails

e-learning online learning research

shared by Dennis OConnor on 13 Jan 11 - No Cached
  • This is another useless comparative study between online and face-to-face teaching, This study looked at 312 undergraduate students in one microeconomics course in one unnamed state university and found that male, Hispanic and low achieving students did worse online than in face-to-face classes. From this the NBER had the cheek to conclude that online learning is not all that it’s cracked up to be.
  • online courses in this study were just video recordings of the classroom lectures.
  • Will someone please tell universities and colleges in the United States that they need to redesign courses for online teaching?
  • ...2 more annotations...
  • ‘Good teaching may overcome a poor choice of technology, but technology will never save bad teaching.’ Indeed, it usually makes it worse (the magnifier effect). Merely putting lectures (good or bad) online is bad design.
  • There should be a law against any university or college that fails to adopt well tried and tested standards in its teaching, face-to-face or online. This is criminal negligence, no less, and students should sue for fraud. But don’t blame online learning for this. It’s academic laziness and ignorance that’s at fault.
  • Dennis OConnor on 13 Jan 11
     
    Tony Bates is one of the original gurus of highly interactive modern e-learning. In this blog he lets off some steam. Just reading this made me feel better.
Leo de Carvalho

eLearn: Feature Article - Learning 2.0: How digital networks are changing the rules - 0 views

www.elearnmag.org/subpage.cfm

e-learning

shared by Leo de Carvalho on 21 Mar 11 - No Cached
  • Clay Shirky, author of Cognitive Surplus: Creativity and Generosity in a Connected Age, eminds us: "In the history of print, we got erotic novels 100 years before we got scientific journals, and complaints about distraction have been rampant; no less a beneficiary of the printing press than Martin Luther complained, 'The multitude of books is a great evil. There is no measure of limit to this fever for writing.'"
  • Thus whether we are simply in a transition stage with the Internet in which we will eventually weed out the more frivolous content (or at least find a proper place for it) is left to be seen, but history would indicate that there is a distinct possibility that we will self-regulate for the better good.
  • Gardner also contends that creativity can be cultivated in groups. Thus the ability to work collaboratively may palliate a lack of individual creativity.
  • ...5 more annotations...
  • "creating mind."
  • "synthesizing mind".
  • conceptual connections
  • respectful mind.
  • ethical mind
  • Leo de Carvalho on 21 Mar 11
     
    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.
Maria Babae

Fast and Reliable Computer Help and Support - 2 views

My hotel has been running within the family business for 122 years. From time to time we update our systems and units through computer help services offered online. There was a time in Febuary 2000...

computer support fast online

started by Maria Babae on 11 Aug 11 no follow-up yet
Maria Babae

Fast and Reliable Computer Help and Support - 2 views

My hotel has been running within the family business for 122 years. From time to time we update our systems and units through computer help services offered online. There was a time in Febuary 2000...

computer support fast online

started by Maria Babae on 11 Aug 11 no follow-up yet
mae creek

All Out Virus Protection for Your PC - 2 views

My computer was plagued by a series of viruses because it was very open to removable devices that I did not know were actually infected. There came a time when the viruses inside began to gnaw on t...

virus protection tech support PC technical

started by mae creek on 26 Jul 11 no follow-up yet
Miss Language

Fluent Language: Learn a Foreign Language Today! - 0 views

fluent-language.blogspot.com

education learning web2.0 tools elearning e-learning resources

shared by Miss Language on 22 Aug 11 - No Cached
  • Miss Language on 22 Aug 11
     
    Fluent Language helps you learn a new foreign language today. You'll find tips and advice for learning vocabulary, grammar, and pronunciation. Fluent Language tells you which websites and which books to use to learn foreign languages for free. Start speaking a new language, such as German, French, Italian, Spanish, or Chinese today! Learn how to improve your accent and how to make less mistakes. If you are going on vacation, learn your language fast! If you're a student, improve your grades!
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