When writing effective test questions, it's important to focus on writing an objective test. Ideally, add at least one test question for each Learning Object and ensure that question addresses the learning objective.
Today we are presenting the topic- best nutrition of healthy hair care by Dr. Md. Asaduzzaman. Healthy looking hair is in general a sign of good health and good hair-care practices. Most healthy individuals have adequate nutrients in their diet; however some people do not have access to good nutrition, others have medical illnesses that predispose them to nutritional deficiency which influence in hair of scalp and body.
Food safety issues have become one of the most widely discussed topics in the era. Food safety management system are intended to provide institutions with the elements of an effective food safety system in order achieve the best practice in food safety and to maintain economic goals.
Yet as 2014 churns on, the glow is wearing off. Today, innovation is increasingly conflated with hype, disruption for disruption's sake, and outsourcing laced with a dose of austerity-driven downsizing. Call it innovation fatigue.
Audrey Watters has noted the essentially apocalyptic flavor of what she describes as "the myth and the millennialism of disruptive innovation" — mythic in the sense that it prophesies "the destruction of the old and the ascension of the new" and constitutes a narrative that "has been widely accepted as unassailably true." When applied to education, disruptive innovation promises nothing less than "the end of school as we know it."
Benjamin Bratton has argued: "'Innovation' defined as moving the pieces around and adding more processing power is not some Big Idea that will disrupt a broken status quo: that precisely is the broken status quo."3
Will a countervailing vision of grassroots, generative innovation dedicated to strengthening higher education do better?4 If we think the open web and public education are ideas worth preserving, we have no option but to try to find out.
The demands of sustaining infrastructure have continued to dominate institutional priorities, and the recent promise of Web 2.0 has been unevenly integrated into campus strategies: instances of broad, culture-shifting experimentation along these lines in higher education can be counted on one hand
Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.
Higher education overall, perhaps concerned about the untamed territories of the open web and facing unquestionably profound challenges in extending its promise beyond the early adopters, cast its lot with a "system" that promised to "manage" this wild potential and peril.
before we even begin to encounter the software itself, we privilege a mindset that views learning not as a life-affirming adventure but instead as a technological problem, one that requires a "system" to "manage" it.
Systems.
But environments matter, and disturbingly often these systems promote formulaic and rigid instruction.
Silos.
There is a discussion to be had about where/when student interactions might merit or benefit from some degree of privacy and where/when we need to consider protections of identity and personal privacy. But that discussion happens too rarely; it is easier to default to locking everything behind digital slabs of access controls and inaccessible online spaces. Worse yet, this enclosure not only cuts the academy off from the wider world but also cuts students off from each other and the institution. Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").
Missed Opportunities.
even in an era when it is widely understood that we need to guide our students into an information age of immense complexity, promise, and uncertainty, we force them to spend countless hours on computers in a virtual environment that does nothing to equip them with practical web skills
Costs.
And any technologists who have been involved in a migration from one system to another, or in significant upgrades of the same system, can testify to how time-consuming and troublesome these processes will be. As Martin Weller argues: "This is serious business and I have a lot of respect for people who do it. The level of support, planning and maintenance required for such systems is considerable. So we developed a whole host of processes to make sure it worked well. But along the way we lost the ability to support small scale IT requests that don't require an enterprise level solution.
The myriad costs associated with supporting LMSs crowd out budget and staff time that might be directed toward homegrown, open-source, and user-driven innovation.
Confidence.
LMSs are seen as, at best, a "necessary evil." But perhaps they're not so necessary.
Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"
Can We Reclaim Innovation?
, Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years. This approach was started by two Canadians — George Siemens and Stephen Downes — at the University of Manitoba in the fall of 2008. The professor (Siemens) and the government researcher (Downes) decided to put into practice the connectivism and connected learning theories that they had been writing about and experimenting with for years. Their 2008 course, Connectivism and Connected Knowledge (CCK08), christened the idea of the MOOC and provided a brilliant example of educational technology praxis using the open web. Significantly, these origins of the MOOC arguably mark it as the first web-native learning environment, as opposed to e-learning that grafts old-style distance learning onto online platforms.
Yet within a couple of years, the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11 The most distressing part of the story is that many higher education administrators and even IT professionals seem to have little or no idea where the innovation started.
One encouraging result of the MOOC mania is the rising interest in open online learning, even if in this case innovation has become synonymous with how to scale a single course for many users.
MOOCs, currently being reimagined (and resold) by proprietary environments designed for scale and simplicity, lack the basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor.
These courses and systems are also distracting colleges and universities from the conversation that we should have been having since the late 1990s: how can we leverage open platforms and open access to augment our teaching and learning mission?13 Open-source, searchable, syndicated, and collaborative authoring systems can provide numerous efficiencies, such as publishing to multiple environments and ensuring interoperability and long-term digital preservation.
Imagine what higher education institutions could do if they started approaching academic publishing platforms as collaborative, open spaces for community-authored materials. What if educational institutions start reclaiming innovative learning on the web?14
We’re at a curious point in the hype cycle of educational innovation, where the hottest concept of the past year–Massive Open Online Courses, or MOOCs–is simultaneously being discovered by the mainstream media, even as the education-focused press is declaring them dead
Can MOOCs really be growing and dying at the same time?
The best way to resolve these contradictory signals is probably to accept that the MOOC, itself still an evolving innovation, is little more than a rhetorical catchall for a set of anxieties around teaching, learning, funding and connecting higher education to the digital world.
This is a moment of cultural transition
Access to higher education is strained. The prices just keep rising.
Yet, partnerships between MOOC platforms and public institutions like SUNY and the University of California to create self-paced blended courses and multiple paths to degrees look like a sensible next step for the MOOC, but they are far from that revolutionary future.
projects to transform higher education in a direction that is connected and creative, is open as in open content and open as in open access, that is participatory, that takes advantage of some of the forms and practices that the MOOC also does but is not beholden to the narrow mainstream MOOC format (referring instead to some of the earlier iterations of student-created, distributed MOOCscreated by Dave Cormier, George Siemens, Stephen Downes and others.)