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Ngoni Chipere

The Semantic Web In Breadth - 1 views

  • A common practice for creating URIs is to begin with a Web page. The page describes the object to be identified and explains that the URL of the page is the URI for that object. For example, I wanted to create a URI for my copy of "Weaving the Web" by Tim Berners-Lee. First, I created a Web page that describes my copy. Second, I noted on that page that the URL for the page serves as the URI for my copy of the book. By doing this, I've associated that URI (http://logicerror.com/myWeavingTheWeb) with my copy of "Weaving the Web." Creating a URI can be just this simple.
    • Ngoni Chipere
       
      I don't understand what the writer means in this paragraph. Does the web page describe a book or does it contain a copy of the book?
Leia Jackson

E_Learning With PLEs_A Generic Conceptual Model - 1 views

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    This project seeks to assess the emergence of Personal Learning Environmentsboth as a concept and as a new set of tools in the area of E-Learning. While existinglearning or instructional design theories within formal education have traditionally beenadopted in E-Learning to deliver content in the form of Learning Management Systemsfor instance, recent technological and sociological developments are starting to challengethis dominant design. Over the last few years, Web 2.0 technologies have enabled a moreactive user participation, interaction and collaboration which in turn have affected theway people learn in general. A new learning theory like Connectivism theory is echoingthese changes while at the same time acknowledging that the process of knowledgeacquisition is no longer confined to formal education. Learning also takes place ininformal settings, in the workplace and is increasingly becoming a social activity. Auser-centric Personal Learning Environment can support these new approaches tolearning in a wide range of contexts. This research proposes a conceptual model for ageneric Personal Learning Environment using the PersonalBrain mind-mapping software.Even though every individual user of a PLE will have a different perspective and require separate tools to fulfil distinct objectives, the proposed generic PLE conceptual modeldemonstrates that it can fulfil core activities of searching, analysing, authoring,collaborating, organising and presenting/
Leia Jackson

Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich ... - 3 views

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    Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social Web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2005) implies in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability "to think, reason, and analyse." In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociot
Vanessa Vaile

Rotating Content Tool - Home Page - 1 views

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    The Rotating Content Tool provides a simple way to add dynamic content to your web pages. You organize your content in advance and the content will then automatically rotate based on your criteria, either by specified dates or randomly. Learn more in the Overview or get started now creating your own content.
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