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Summary This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning. The answers given by eLearning scholars who intend to use the creative options offered by Web 2.0 in institutional learning are summarised in the first part of the paper. In this theoretical overview we introduce the concepts of eLearning 2.0 and Personal Learning Environments, along with their main aspects of autonomy, creativity and networking, and relate them to the didactics of constructivism and connectivism. The requirements and basic functional components for the development of our particular Web 2.0 learning environment are derived from these. The learning environment we present consists of several components (modules) that are well-known Web 2.0 applications such as wikis, weblogs, social bookmarking services and RSS feeds. The section describing the implementation of the environment in a use case at the Darmstadt University of Applied Science focuses on the specific didactic contribution the particular learning modules render towards the entire learning arrangement. The article explains the didactic potential of the wiki platform in more detail, since it serves as the integrating module (or learning centre) of the learning arrangement. Our learning environment was tested and evaluated during the "Social Software" seminar held in the information science study course at Darmstadt University of Applied Science in 2007/08. A questionnaire-based survey reveals interesting facts regarding the success of the practical implementation of the Web 2.0 arrangement with respect to the motivation and learning outcome of students. The survey was supplemented with some non-formalized feedback in a concluding discussion. With these results in mind this paper finally provides some remark

Ruth Li "presents an innovative approach to the design and integration of collaborative writing projects using the Google Apps for Education online platform (OWI 4). The setting is a traditional, face-to-face high school English classroom in which students write in class simultaneously, each on separate devices, on shared Google Docs. In particular, I offer specific strategies for teaching students to write collaboratively in a variety of creative genres, including plays, poems, narrative essays, and speeches" (Explain broadly..., ¶1).

wish you all a Blessed Christmas and offer you a #Curation #ChristmasTree I, Duma Cornel Lucian am happy finalist in Ipad eLearning Competition by eFrontLearning https://bit.ly/LucianeCuratorpleaseyoutoshareandrtcurationguestarticle and please help me to win a Ipad reading my article : Top 10 Startup Social Media Curation Tools for Social Learning in the Workpace ( Glogster EDU Symbaloo.com Scoop.itLearnist Pinterest MentorMob Mightybell springpad Zeen @so.cl . If you like the article after you read it, down of the page are social media sharing buttons ( facebook like , tweeet , share using social media channels )

In this opinion piece, David Bornstein examined Advanced Learning Interactive Systems Online (ALISON) and found it addressed a global need for job skill development.

Dr. Rachel Sale presents a succinct, six and a half minute demonstration of how to use Google Drive tools as a whiteboard for collective brain-storming and other group project endeavors.

If you are a teacher or/ and a social media curator you will like to be a presenter and love this apps . If you enjoy reading leave your comments . 

This article details the use of an assessment tool entitled, the parent journal. The parent journal is a response to a reading writing exercise in which the students respond in school then bring the journal home for their parents to either respond to the student's writing or craft their own response to the topic. I would then respond to each of the journals, creating a circle of communication. Over the four years the parent journal has been in place, parents have been much more involved with their child's education and subsequently almost all of the students' academic performances dramatically increased.

Svinicki posits what learning means, and the kinds of guided feedback necessary, especially for "deep learning . . . [through] interaction with others as we grapple with what we think we know versus what we really know" (¶8).

Can a teacher use the same teaching techniques in a face-to-face and an online course? According to a study conducted by Park, Johnson, Vath, Kubitskey, & Fishman (2013) on Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts (Journal of Technology and Teacher Education, 21(2), 225-245), teachers need to cater to individual learners more online than face-to-face. In the face-to-face environments, students learn from each other and from the teacher. In the face-to-face class, the teacher is able to summarize the information for the students and get feedback from the students body language on how well they understood the information. In the online class, the teacher only knows whether the students understood or not from their writing. Teaching online requires that the teacher be very attentive and aware of the student's individual interests, needs, and level of understanding.

A 21st century classroom has many characteristics associated with it which distinguish it from the classrooms of the past centuries. Here are the top 10 characteristics of a 21st century classroom.

Consumption

Let's learn about a the advantages of using technology in education system to improve a lesson.

"PLN (Personal Learning Networks) have grown in prominence and importance tremendously over the last few years and with good reason. They are a great way to extend your professional network beyond your physical environment and tap into a huge wealth of knowledge about your profession. This makes them one of the most effective autonomous means of developing your own teaching in a way that is most immediate and relevant to your ambitions."