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Amazon.com: Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displa... - 0 views

shared by chris deason on 26 Sep 10 - No Cached

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International Research Journals - 0 views

interesjournals.org/about%20us.htm research international journals

shared by chris deason on 26 Sep 10 - No Cached

chris deason on 26 Sep 10

"PROCESSING FEE POLICY It is the vision of International Research Journals to support the Open Access initiative. All journals by International Research Journals are published without restriction to the global community. We strongly believe that the open access model will spur researches across the world especially in developing nations as researchers gain unrestricted access to high quality research articles. It is the policy of International Research Journals not to request for grants for its operations as grants sometimes fail forcing the organization to discontinue its operations. Rather we have chosen the model of self sustenance through collecting processing fee for articles published. Authors are required to make payment only after their articles have been accepted. Thus, we resulted to collecting the processing fee once an article has been reviewed and accepted for publication by an editor. Also, most authors receive a partial waiver (usually 70% - 90% - sometimes articles are published free of charge) depending on the country or sponsorship of the author. Waivers account for about 90% of all published articles."

<div class="cArrow"> </div><div class="cContentInner">"PROCESSING FEE POLICY It is the vision of International Research Journals to support the Open Access initiative. All journals by International Research Journals are published without restriction to the global community. We strongly believe that the open access model will spur researches across the world especially in developing nations as researchers gain unrestricted access to high quality research articles. It is the policy of International Research Journals not to request for grants for its operations as grants sometimes fail forcing the organization to discontinue its operations. Rather we have chosen the model of self sustenance through collecting processing fee for articles published. Authors are required to make payment only after their articles have been accepted. Thus, we resulted to collecting the processing fee once an article has been reviewed and accepted for publication by an editor. Also, most authors receive a partial waiver (usually 70% - 90% - sometimes articles are published free of charge) depending on the country or sponsorship of the author. Waivers account for about 90% of all published articles."</div>

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Qt Development Tools - Qt - A cross-platform application and UI framework - 0 views

qt.nokia.com/...developer-tools tools qt development

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GoAnimate - Make your own cartoons and animations easily. Our tools are free and you do... - 0 views

goanimate.com animation web2.0 comics tools cartoon graphics

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Making Future Magic: iPad light painting Dentsu London Making Future Magic: iPad light ... - 0 views

www.dentsulondon.com/...light-painting future making magic painting iPad

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GarageBand in the Elementary Classroom - 0 views

cnx.org/latest garageband education community participate culture

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Participate in Worldwide Media Event - One Day on Earth - with your class - Ning in Edu... - 0 views

education.ning.com/...participate-in-worldwide-media education ning culture web2.0 community worldwide participate

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Ning in Education - Using Ning for Educational Social Networks - 0 views

education.ning.com/?xg_source=msg_mes_network education ning in culture web2.0 community

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Five Tips for Helping Students Become Better Bloggers | BlogWalker - 0 views

blogwalker.edublogs.org/...tudents-become-better-bloggers education blogging

shared by Andrew Barras on 22 Sep 10 - Cached

how do we transition new bloggers from the “That’s cool!” or “Me too!” kinds of fluff responses to meatier responses that are likely to foster extended conversations, invite dynamic classroom connections, and push literacy skills to the next level?
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Provide students with examples.
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Include reflection  and self-evaluation as part of the blogging process.
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...3 more annotations...
Teach students how to hyperlink.
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Invite students to share their strategies for bringing others into their conversations.
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Begin an on-going conversation on digital citizenship.
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Andrew Barras on 22 Sep 10

Good list

<div class="cArrow"> </div><div class="cContentInner">Good list</div>

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Event Home -- FETC Events - 0 views

fetc.org/...Home.aspx fetc event home

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The Wild World of Massively Open Online Courses « Unlimited Magazine - 0 views

www.unlimitedmagazine.com/...-massively-open-online-courses education mooc learning2.0

shared by Andrew Barras on 21 Sep 10 - Cached

In a traditional university setting, a student pays to register for a course. The student shows up. A professor hands out an outline, assigns readings, stands at the front and lectures. Students take notes and ask questions. Then there is a test or an essay.
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But with advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
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George Siemens, along with colleague Stephen Downes, tried out the open course concept in fall 2008 through the University of Manitoba in a course called Connectivism and Connective Knowledge, or CCK08 for short. The course would allow 25 students to register, pay and receive credit for the course. All of the course content, including discussion boards, course readings, podcasts and any other teaching materials, was open to anyone who had an internet connection and created a user profile.
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Course facilitators, Siemens and Downes, gave learners control over how they learned.
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The concept was enough to lure in D’Arcy Norman
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He was one of the 2,300 students who signed up for a free account that would allow him to access class documents, receive emails from the facilitators and participate in online class discussions.
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Norman was one of the more passive participants, while others participated fully, doing all the reading and the assignments, without receiving recognized credit for their work. The instructors only marked papers and the final project from for-credit students, but others were free to post papers on the course website for other students to view and comment on.
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“At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
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“You have people in there who were really interested, but they were afraid to explore the technologies that were being used and they got lost,” Lane says.
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Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
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“If you’re in a business and you’re a young professional and you want to take an open class, how do you get your superiors to respect that, and say ‘Wow, that’s really good professional development. We should put that in your personnel file,’” Lane questions. “If it’s open and everyone can drop in and drop out, it’s just not seen in the same way.”
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Wend Drexler, a professor and grant administrator at the University of Florida who also took Siemen’s class as a for-credit student, says that as more professors are posting their content online, figuring out how to recognize non-credit learning will continue to be an issue.
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“You could really piece together a good undergraduate education based on what’s available out there, but how do you prove to an employer that you have done that?” Drexler questions. “I don’t know, but it’s something that everyone is trying to work through.”
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