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Hugo Chico

Getting Started with Chrome extension - Diigo help - 0 views

  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
luisflopez

The evidence refutes allegations in Maclean's - 0 views

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    Blog about Don Tapscott's Grown Up Digital Book
buycashapp39

What are the Benefits of Verified Cash App? - Quora - 0 views

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    You can also set up a profile so that others can see what you're doing with your account. Once you have everything set up, all you need to do is start promoting your account. You can do this by sharing your link with friends and family or by posting it on social media sites like Facebook and Twitter. When people click on your link and sign up for an account, they'll be able to use your referral code when they make their first purchase. And that's it! You'll earn cash back every time someone uses your referral code when they buy something from CashApp.
Walco Solutions

Academic Projects | Walco Solutions - 0 views

The final year projects and mini projects are considered to be the important parts of the engineering education system. The projects done by students in their curriculum play an important role fo...

started by Walco Solutions on 28 May 15 no follow-up yet
karen caceres

SO MUCH HIGH-TECH MONEY INVESTED, SO LITTLE USE: HOW COME? - 1 views

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    Tal vez ha llegado el momento de reconocer que los profesores para llegar a integrar la tecnología en la enseñanza diaria y el aprendizaje es más que la entrega de UPS máquinas a la puerta de la escuela, es más de tener talleres para profesores o presionando a las universidades a modificar sus programas de formación docente. Importante, como tal, medidas son, en el cuadro mayor de por qué los profesores son usuarios poco frecuentes de tecnologías en el aula, estas acciones desviar la atención de causas más profundas de la conducta del profesor. Hacer cambios en lo que hacen los profesores en sus aulas obliga a prestar atención a las condiciones de trabajo diario y constante las demandas externas, y la falta de fiabilidad inherente de los propios innovaciones. Es muy caro. Lleva su tiempo. Y no será popular entre los vendedores de tecnología. Sin embargo, si los promotores de la reforma escolar que ven las nuevas tecnologías como las excavadoras para comenzar a construir un camino hacia la Meca de la enseñanza y el aprendizaje son serias, entonces mucho más que llenar los baches y grietas de parches en el camino será requerida. Hasta el momento, pocas animadoras de la tecnología en las aulas quiero ir por ese camino lleno de baches
futuristspeaker

10 Unanswerable Questions that Neither Science nor Religion can Answer - Futurist Speaker - 2 views

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    A few years ago I was taking a tour of a dome shaped house, and the architect explained to me that domes are an optical illusion. Whenever someone enters a room, their eyes inadvertently glance up at the corners of the room to give them the contextual dimensions of the space they're in.
buycashapp40

This Week's Top Stories About Buy Verified CashApp Accounts by Francis Held on Dri... - 0 views

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    So if you want to make sure that each account is only linked to its own respective bank account, go into the settings for each account and unlink any unwanted bank accounts. That way, even if someone got access to one of your accounts, they wouldn't be able to see or touch any of your other money. So there you have it! It's actually pretty simple to set up multiple Cash App accounts if you need them. Just remember to unlink any unwanted bank accounts from each individual account so that everything stays nice and safe.
ana karen zenteno

Tech & Revolution in Education - Ending Cycle of Failure - Ehrmann - 11 views

  • Every five or ten years, when a major new computer chip, visual medium or telecommunications channel comes along, the trumpet is sounded: The revolution is about to happen
    • ana karen zenteno
       
      i agreewith this
  • But the revolution doesn't happen.  By the time another major new technology appears a few years later the earlier predictions have been forgotten or shrugged off.  If anyone wonders what went wrong, they are told that the old technology was obviously too slow or primitive.  This cycle of failure has been repeated many times: mainframe computers, personal computers, videodiscs, graphical user interfaces, HyperCard, E-mail, CD-ROMs, Gopher, the Web.
  • Moore's Law also has created waves of improvement in the processes on which education most relies: how people can get and use information and how they can communicate with one another
  • ...39 more annotations...
  • No matter what a department has been doing with computing, every few years the status quo (again) can begin to look inadequate
  • Six Barriers to Revolution
  • A Small Window of Opportunity
  • Zigzag
  • Chip-based technologies come and go quickly, thanks to Moore's Law.
  • If that revolution in goals is going to happen, it needs to start fast or, long before the pedagogical revolution matures, the technology it depends upon may already have disappeared.  That sounds bad. The reality can be worse.
  • At first, not many people have the new technology
  • At first, the new technology is not as good for instruction as the old technology still is
  • Moore's Babel
  • Moore's Law also makes it harder for technology support staff and technology users to speak the same language.  If Moore's Law didn't exist, and technology remained the same for decades, the problem wouldn't be as serious
  • thanks to Moore's Law, users are periodically find themselves beginners all over again.
  • The Interactive Courseware Mirage
  • Since the days of the mainframe computer, most predictions of revolution have been based squarely on hopes for a particular type of interactive curricular courseware.
  • The problem begins with the fact that interactive courseware remains expensive to develop and update.  With each new generation of technological change we hear promises that, at last, courseware of this type will become much cheaper to create. That promise is based on the false premise that slow computers were to blame for the last generation of failures.  The real problem is the human expense, however. Designing and debugging branching educational pathways, for example, takes thousands of hours of highly trained, expensive human time. 
  • the more revolutionary the courseware's implications for transforming the instructional program, the more cautious potential users become: making a change in their teaching this big could lead to unforeseen problems so why not wait until someone else has done it first.
  • Moore's Amnesia
  • f these failures keep occurring, why has no one noticed?  The first reason is "Moore's Amnesia:" each time computers become cheaper and more usable, they attract droves of new users who weren't around for the last cycle of error.  They don't realize that they're about to make the same mistakes as their predecessors.  Because of the influx of new funders, advocates and users (and the departure of those who were too badly burned the last time around), the field loses most of its memory of all the previous generations of disappointment.
  • Rapture of the technology
  • We are so mesmerized by the newness of the hardware or software that we are blinded to factors important to the successful use of that technology.  It's easy to understand the rapture.  Moore's Law guarantees that we will periodically be confronted with fresh, mysterious instructional tools and media that are dramatically more powerful than their predecessors.  The vendors of the newest technology reinforce our love affair by advertising and other forms of hype.
  • Unfortunately, rapture of the technology often dictates that all available funds are spent to get the best computers and the fastest connectivity.  That's self-defeating because the technology by itself almost never causes the outcomes we seek. To create a revolution we need all the ingredients for the recipe; technology is "merely" an ingredient, like yeast for baking bread.
  • Seven Strategies for a Revolution
  • Create coalitions to make sure that your program has all the ingredients needed in your recipe for revolution
  • technology's role in any educational revolution is to enable fundamental changes in what educators and learners do. Those changes in their activities in turn can alter who learns, what they learn, how they learn, and what it costs.
  • If technology is to enable a revolution to make education more creative, or equitable, or collaborative, or multi-cultural, everyone who cares about creativity or equity or collaboration or a multi-cultural approach will need to share what they know and pull together to make sure that the revolution gets all the ingredients of its recipe, not just the computers or the connectivity.  It takes a coalition to create a revolution
  • Relate your efforts to the technology-based educational revolution that has actually (though just barely) begun internationally
  • If your push for change is linked to this one, you should be able to get and receive more help than if you are moving in some unrelated direction.
  • Build today's educational revolution on yesterday's new technology.
  • When a new generation of technology appears, it's time for investigations and experiments, not (yet) a large-scale push for to buy new hardware and software for everyone. Before making a large-scale investment in a totally new technological platform for an instructional program, questions we've so painfully learned from history should be addressed.
  • Base the educational change mainly on hardware and software capabilities that are likely to persist beyond the next generational change in technology: "worldware." 
  • Worldware is hardware or software that is used for education but that was not developed or marketed primarily for education.
  • worldware can reduce stress on the exhausted, understaffed technology support units at your institution.
  • Worldware may lack of some of the short-term value of interactive courseware but it more than makes up for it in long-term viability and ease of support.
  • Emphasize forms of instructional material that most faculty members find it quick and easy to create, adapt and share. 
  • The bigger and more complex the courseware, the rigid it is: a challenge for instructors who want to adapt it to today's students, today's events, or their own ideas about how a skill or topic might best be learned. 
  • Study what's actually going on locally so opportunities can be seized and problems avoided.
  • Our intuition often doesn't do us much good in such situations because that our insights were shaped by stable times.
  • if you want technology investments to pay off for learning, study why people do or don't use technology to make educationally important changes in what they do; don't just monitor satisfaction with the hardware and software.
  • Seek an unprecedented level of information sharing, coordination, and collaboration.
  • Today's world relies upon on rapidly changing computer technology in almost every phase of life.  That creates a breakneck pace of change for the academy.  In this new world, the old "muddling through" approach to educational improvement doesn't work well anymore.  The window of opportunity associated with each new generation of educational technology closes too quickly. Ironically the solution is not move faster.  We have already tried, "Ready, fire, aim!" and, time after time, that prescription has failed.  Instead, we need to take a moment, study thirty years of past failures, and, this time, we need to get it right.
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    Identifica de manera muy clara las problemáticas recurrentes en el discurso de revolución en educación a partir de la presencia de la tecnología, y de cómo olvidamos las 'predicciones fallidas' para seguir corriendo detrás de la siguiente ola tecnológica. Habla de seis barreras para la revolución, describiéndolas en detalle. Propone y describe luego siete estrategias que podrían hacer posible la revolución.
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    Identifica de manera muy clara las problemáticas recurrentes en el discurso de revolución en educación a partir de la presencia de la tecnología, y de cómo olvidamos las 'predicciones fallidas' para seguir corriendo detrás de la siguiente ola tecnológica. Habla de seis barreras para la revolución, describiéndolas en detalle. Propone y describe luego siete estrategias que podrían hacer posible la revolución.
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