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Machine Learning with Python Training Course in Gurgaon - 0 views

www.gyansetu.in/...ith-python-training-in-gurgaon Machine Learning Course education
shared by sana21 on 27 Nov 21 - No Cached
  • sana21 on 27 Nov 21
     
    Machine Learning, Python, Data Science, Artificial Intelligence are the most buzzwords when it comes to technology. Machine Learning jobs can provide you with good salaries, and a stable career. Why learn Machine learning, Python,Data Science? Course Objective-- After the completion of the Machine Learning Course, you will be able to: Develop and Implement various Machine Learning Algorithms in daily practices & Live Environments. Build Real-time Machine Learning Applications Implement Data Analytics models on various Data Sets Data Mining across various file formats using Machine Learning models Building Recommendation systems and Classifiers Perform various type of Analysis (Prediction & Regression) Implement plotting & graphs using various Machine Learning Libraries Where to learn? A lot of institutes/colleges/companies are offering this course. Choose any one where you have good feedback. iClass Gyansetu conducts classes with faculties from Microsoft, Amazon. It's advisable to learn with people who are working in top companies in the world. Gyansetu provides a free demo session with trainers. Don't miss it! Talk to the trainer today. Placement You will be undergoing a major job-focused project at Gyansetu which makes your interview process easy. Also, the Gyansetu placement team will build your cv and profile on job portals and refer you to many companies/ consultancies. Duration Machine Learning with Python course will take almost 5 months to complete. Contact Phone No- +91-8130799520/ 9999201478 Website- www.gyansetu.in
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Half an Hour: The Future of Online Learning: Ten Years On - 0 views

halfanhour.blogspot.com/...-learning-ten-years-on_16.html learning future connectivism education technology Downes trends online
shared by Paul Beaufait on 22 Nov 08 - Cached
  • While we want to provide personalized attention, especially to submitted work, testing and grading, learning is still heavily dependent on the teacher. But because the teacher in turn is responsible for assembling, and often presenting, the materials to be learned, customization and personalization have not been practical. So we have adopted a model where small groups of people form a cohort, thus allowing the teacher to present the same material to more than one person at a time, while offering individualized interaction and assessment.
  • Though networks have always existed, modern communications technologies highlight their existence and given them a new robustness. Networks are distinct from groups in that they preserve individual autonomy and promote diversity of belief, purpose and methodology. In a network, however, people do not act as disassociated individuals, but rather, cooperate in a series of exchanges that can produce, not merely individual goods, but also social goods.
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
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  • it is not clear that an outcomes driven system is what students require; many valuable skills and aptitudes – art appreciation, for example – are not identifiable as an outcome. This becomes evident when we consider how learning is to be measured. In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement.
  • The products of our conversations are as concrete as test scores and grades. (Ryan, 2007) But, as the result of a complex and interactive process, they are much more complex, allowing not only for the measurement of learning, but also for the recognition of learning. As it becomes easier to simply see what a student can accomplish, the idea of a coarse-grained proxy, such as grades, will fade to the background.
  • Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)
  • place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
  • As it becomes more and more possible to teach oneself online, and even to demonstrate one’s achievement through productive membership in a community of practice, there will be greater demand for a formalized system of recognition, a way for people to demonstrate their competence in an area without having to go through a formal program of study in the area.
  • the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
  • rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other.
  • Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys. This frees instructors to perform tasks that have been traditionally more difficult and time consuming – to relate to students on a personal basis, to offer coaching and moral support, to learn about and analyze a student’s inclinations and understandings.
  • Paul Beaufait on 22 Nov 08
     
    Thanks for all of your inspiration!
  • Paul Beaufait on 22 Nov 08
     
    "an epic, must-read article" according to Brian Lamb (A social layer for DSpace? 2008.11.19 http://weblogs.elearning.ubc.ca/brian/archives/049355.php)
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A look at the technology culture divide | eSchoolNews.com - 11 views

www.eschoolnews.com/...-the-technology-culture-divide vision digital divide digital immigrants digital natives technology culture divide teaching learning
shared by Noelle Kreider on 14 Apr 10 - Cached
  • Today’s students represent the first generation to grow up with this new technology.
  • While educators may see students every day, they do not necessarily understand their students’ habits, expectations, or learning preferences–this has resulted in a technology cultural divide.
  • Students are very comfortable with technology and generally become frustrated when policy, rules, and restrictions prevent them from using technology. 
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  • Educators must relinquish the idea of being all-knowing and replace that concept with an attitude of being a facilitator, knowing that the world of information is just a “click” away.
  • Traditional schools, generally staffed primarily with Digital Immigrants, often provide very little technology interaction compared to the digital world in which students are actually living.  Digital Natives can pay attention in class, but they choose not to pay attention, because in reality, they are bored with instructional methods that Digital Immigrants use.
  • Today’s Digital Native students have developed new attitudes and aptitudes as a result of their technology environment.  Although these characteristics provide great advantages in areas such as the students’ abilities to use information technology and to work collaboratively, they have created an imbalance between students’ learning environment expectations and Digital Immigrants’ teaching strategies and policies, which students find in schools today.
  • Teacher training programs in the area of technology will be paramount in the success of the Digital Native.
  • Twenty-first century educators must begin to answer these questions: Do the educational resources provided fit the needs and preferences of today’s learners?  Will linear content give way to simulations, games, and collaboration?  Do students’ desires for group learning and activities imply rethinking the configuration and use of space in classrooms and libraries?  What is the material basis of digital literacy? What is different in a digital age?  What are kids doing already and what could they be doing better, and more responsibly, if we learned how to teach them differently? Addressing these questions will contribute toward bridging the gap of the technology cultural divide and result in schools where all students have greater potential to achieve academically.
  • Noelle Kreider on 14 Apr 10
     
    Article discussing the technology culture divide between students and their teachers and its implications for rethinking how we teach.
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MultiBrief: Effectively incorporating technology with English learners - 2 views

exclusive.multibriefs.com/...education 21st Century Skills English language learning learners learning principles teaching technology
shared by Paul Beaufait on 23 Oct 15 - No Cached
  • Perhaps the first consideration is the instructional purpose of the lesson, and how the technology will enhance that purpose or help students to achieve the goals and objectives of the lesson.
  • Technology, as mentioned earlier, has the power to increase student knowledge and skills in various content areas. Yet another consideration that must be taken into account when working with English learners is how the technology is increasing academic language knowledge and skills. It is critical, then, that teachers take into account not only the content goals and objectives for the lesson, but also the language goals and objectives as well as the linguistic demand of the tasks students will need to accomplish in the classroom.
  • English learners need additional instructional supports or scaffolds, including providing students with necessary background knowledge that other students may possess, using graphic organizers, pictures/visuals, demonstrations and realia, and providing redundant information and differentiated instruction based on students' language proficiency level. When researching various technology tools, it is critical that we investigate how the tool addresses these principles.
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  • The use of technology in the classroom is quickly becoming not only commonplace, but also essential for helping students gain the 21st-century skills they will need to be successful in the future.
  • when implementing technology in the classroom, an important component of instruction is to teach students how to use technology effectively and responsibly. Students may need guidance and instruction on how to use technology appropriately given the task and learning at hand, how to avoid distractions with technology, and how to effectively navigate the digital world.
  • Paul Beaufait on 23 Oct 15
     
    In this article, Herrmann explains principles to guide the adoption and utilisation of technology to help meet general and specific needs of English-as-an-additional language learners.
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Games For Learning Institute » Games - 0 views

g4li.org/games games education tools learning teaching technology
shared by Anthony Beal on 19 Mar 12 - No Cached
  • Anthony Beal on 19 Mar 12
     
    "Most people would agree that a good game could help students learn. But what, exactly, makes a game good? With their vast popularity and singular ability to engage young people, digital games have been hailed as a new paradigm for education in the 21st century. But researchers know surprisingly little about how successful games work. What are the key design elements that make certain games compelling, playable, and fun? How do game genres differ in their educational effectiveness for specific topics and for specific learners? How do kids learn when they play games? Does the setting (classroom vs. casual) matter? How can games be used to prepare future learning, introduce new material, or strengthen and expand existing knowledge? How are games designed to best facilitate the transfer of learning to the realities of students' everyday lives? And how can we use all of this knowledge to guide future game design?"
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5 Instructional Shifts to Promote Deep Learning - Getting Smart by Susan Oxnevad - DigL... - 14 views

gettingsmart.com/...hifts-to-promote-deep-learning education learning deep-processing online pedagogy teaching technology
shared by Paul Beaufait on 02 Nov 12 - No Cached
  • The seamless integration of technology into the Common Core-aligned curriculum supports learning through active participation and increases opportunities for all students to have access to the tools and information they need for success.
  • Paul Beaufait on 02 Nov 12
     
    Oxnevad suggests, "Students can develop transferrable knowledge and skills as they engage in learning experiences that require them to construct knowledge" (¶1). She argues for "seamless integration of technology" that will enable "students students to have access to the tools and information they need for success" (¶2), and proposes five instructional strategies for teachers to use to achieve those ends, namely: 1. Preparing "complex questions that require students to use higher level thinking skills" (Help students uncover knowledge, ¶2); 2. Facilitating learning from engaging and online resources, rather than delivering content (Eliminate the front of the classroom); 3. Creating opportunities for real world collaboration (Encourage collaboration); 4. Exploiting classroom and online opportunities for "frequent [and] informal assessment to gauge the effectiveness of your instruction and make adjustments to maximize the learning experience for each student" (Informally assess students [and instructional practices]); and 5. Preparing and publishing screencast tutorials for students to peruse whenever necessary, "...[i]Instead of spending valuable instructional time teaching the same tech skills over and over again to individual students" (Provide students with built in tech support). This October 30, 2012, post ends with an illustration comprising focus questions and a ThingLink product of fifth grade students' work. A list of links to related posts follows.
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braz2010vance [licensed for non-commercial use only] / PLN - 4 views

braz2010vance.pbworks.com/PLN autonomy braz2010vance education educational technology learning paradigms paradigm shift teacher development teaching technology
shared by Paul Beaufait on 23 Aug 10 - Cached
  • Etienne Wenger (2007) asked Cristina Costa when she knew she was in a community of practice and she said, when she noticed her practice had changed. And this is the correct answer.  When your practice changes, you know you have truly learned. The next step as a teacher is to model what you did for your students so that some will follow in your footsteps. So how can you do it?  Your change in practice probably won't be from this one encounter, unless I can convince you or nudge you, if you were heading that way already, into taking the next step in your journey.  The goal is to move from being just a consumer of networked content, which you in essence hoard, to a creator of content, which you share with the network that shares with you.
  • language teachers need to look beyond what it appears on the surface is happening between them and the learner and consider the bigger picture, such as ways in which technology fosters connections with communities and networks that humanize rather than isolate to strengthen individuals as an integral part of modern society and how that society acculturates, or learns together.
  • I encourage colleagues to think SMALL because in my view the computer is no longer the salient aspect of technology. The salient aspect is the use to which technology is put, and the salient use is to re-wire and expand how we are able to learn by enabling us to nurture and participate in always-on PLNs, or Personal Learning Networks.
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  • In order for teachers to grasp the fundamentals of applying technology to transformative learning outcomes, practice with peers is necessary, where teachers themselves become mentors for one another while sharing with one another their discoveries and experiences with their own learning.
  • Teachers who drive their own professional development through participation in PLNs constantly express and assess each other's needs, and promote professional development on an as-needed basis, from where it is only a short leap to applying it to students.
  • Paul Beaufait on 23 Aug 10
     
    PLN: The paradigm shift in teacher and learner autonomy
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PowerPoint Presentations Beyond Note Taking: Education Technology Applications That Imp... - 17 views

teachingtechnology.suite101.com/...esentations_beyond_note_taking technology education learning presentations powerpoint beyond teach
shared by David Wetzel on 10 Aug 10 - Cached
  • David Wetzel on 10 Aug 10
     
    The use of PowerPoint presentations in schools takes advantage of education technology integration strategies and techniques. However, student learning is not improved when these presentations are merely a substitute for note taking bullets from older overhead projectors. To take advantage of the power of this technology, the elimination of boring slide shows must be replaced with interactive story telling that keeps students engaged.
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E Learning: Transitional Trend in Educational Pattern in India - 0 views

www.timelesslearntech.com/...n-educational-pattern-in-india learningwithcomputers education tools web2.0 online technology
shared by Timeless Learntech on 22 Nov 11 - No Cached
  • Timeless Learntech on 22 Nov 11
     
    "Education is not preparation for life; education is life itself. Learning does not cease, its timeless and forever!" Traditional teaching has been part of formal education over years, where in students assemble together in classrooms and learn. With the advent of technology, the skills and methods of approach towards learning are changing.
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Tony Vincent's Learning in Hand - Blog - Ways to Evaluate Educational Apps - 8 views

learninginhand.com/...evaluate-educational-apps.html apps education evaluation rubrics technology tools
shared by Paul Beaufait on 25 Sep 12 - No Cached
  • Paul Beaufait on 25 Sep 12
     
    In this post Tony Vincent outlines ways to evaluate a wide range of educational application. His Education App Evaluation Rubric focuses on relevance to users and their purposes, customizability, provisions for feedback, promotion of higher order thinking skills, potential for user engagement, and the exportability of performance summaries or products of use. Links in this post enable you to download his rubric and a related checklist. There also are links to checklists and rubrics that other educators have created.
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100 Essential Web 2.0 Tools for Teachers | Online Degree - 0 views

www.onlinedegree.net/sential-2-0-tools-for-teachers web2.0 tools resources education tech teaching learning interactive community communication social media
shared by izz aty on 08 Dec 10 - Cached
  • izz aty on 08 Dec 10
     
    There are new web 2.0 tools appearing every day. Although some of these tools were not originally meant for use in the classroom, they can be extremely effective learning tools for today's technology geared students and their venturesome teachers. Many of these teachers are searching for the latest products and technologies to help them find easier and efficient ways to create productive learning in their students. More and more teachers are using blogs, podcasts and wikis, as another approach to teaching. We have created a list of 100 tools we think will encourage interactivity and engagement, motivate and empower your students, and create differentiation in their learning process.
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Equipped for Online Learning? - 0 views

www.timelesslearntech.com/...equipped-for-online-learning learningwithcomputers education tools teaching online technology learning web2.0
shared by Timeless Learntech on 28 Nov 11 - No Cached
  • Timeless Learntech on 28 Nov 11
     
    Online Learning Shapes the Academic World Developments in Information and Communication Technologies (ICTs) have impacted all sectors of society- mainly the corporate organisations as well as the education sector. In higher education, application of ICTs in form of e-learning is already changing teaching and learning processes.
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How should we use the tagging system to b... | Diigo - 0 views

message.diigo.com/...nd-enhance-collective-k-155056
shared by Holly Dilatush on 29 Jun 08 - Cached
    • Joao Alves
      Joao Alves on 29 Jun 08
       
      It's very to do if you use the Diigo toolbar. Just selelct the text you want to highlight and then click on the arrow beside the "Comment" button on the Diigo toolbar. There choose "Add a floating sticky note to this page." Then you'll get a pop-up window where you can choose to make your note private (only you can see it) or public or share it with a specific group. I am sharing this sticky note with the Learningwithcomputers group.
    • jennifer verschoor
      jennifer verschoor on 30 Jun 08
       
      Thanks for sharing this!!! This is wonderful and we can continue discussing tags, categories or lists with the floating sticky notes. Jennifer
    • Carla Arena
      Carla Arena on 30 Jun 08
       
      Isn't it nice, Jen, this feature? Can you envision pedagogical uses of it in the classroom?
    • Sasa Sirk
      Sasa Sirk on 30 Jun 08
       
      These sticky notes are cool. :-) Thanks for sharing this.
    • Joao Alves
      Joao Alves on 30 Jun 08
       
      Yes, these floating sticky notes are really cool. Maybe we could encourage students to use them to make comments on texts they read on the Net. Who knows they would enjoy this way of reading and writing. Well, it's just a thought, maybe a too optimistic one.
    • Carla Arena
      Carla Arena on 01 Jul 08
       
      We are all optimistic, aren't we, João? Maybe if we started not expecting that the students would write the sticky notes, but, at least, read ours, they could be encouraged to go further. For example, we could have them read a text and use the sticky notes for comprehension, reflection. What do you think?
    • Joao Alves
      Joao Alves on 01 Jul 08
       
      Hi Carla, I like your idea of letting students read our sticky notes first. That would certainly be a good start. We wouldn't ask them to do anything in the beginning except looking at and reading our sticky notes. Maybe they (at least some of them) might also want to try using the sticky notes the same way. And we teachers mustn't show a too great enthusiasm for it, just behave the normal way or even show a kind of uninterested interest. :-) That's a lesson I learned. :-)
    • Carla Arena
      Carla Arena on 02 Jul 08
       
      Exactly, Joao. That's the way I tend to do it, casually! I guess that if we just give the students a link with our annotation, like asking questions, then some of them would be. at least, curious to learn how we did that!
    • Joao Alves
      Joao Alves on 02 Jul 08
       
      Exactly. Let's try that. It seems we are excellent educators. :-)
  • tag things with as many keywords as possible
  • tag things so they are easier for others to find
  • ...29 more annotations...
  • choose any or all of the recommended tags for your bookmarks.
  • you could simply use quotation marks for "lesson plan"
  • there are no better tags than others.
  • we should agree on a special tag for the group like "LWC" that we would always add to every bookmark we tagged.
  • Organizing tags in topics or bundles
  • CamelCase is my favorite for MultiWordTags
  • plural forms for countable nouns.
  • Take, for instance, collaborat, a tag I tend to favor in de.licio.us to capture the essence of collaborate, collaboration, collaborative, and collaborators
  • awareness-raising,
  • are means of raising awareness
  • wondering if there're any shortcut suggestions to 'attacking' the project of revisiting and tagging them?
  • I've been tagging many things both ESOL and ESL (because I don't know if diigo would automatically search for both. Is there a way to find out ?
  • we're moving from just collecting resources to a more engaged collective way of making the best out of the resources we share with the group.
  • the power of folksonomies is exactly having everybody tagging as much as possible, with as much key-words as you can think of. We won't ever be able to create a true "system"
  • agging for personal use x tagging for public good
  • Tagging will always be ambiguous because our very personal ways of classifying things and making them useful for us. Even so, with folksonomies, we're able to see the latest trends in a determined group or about a certain topic, we can go to places never imagined before.
  • http://k12learning20.wikispaces.com/.
  • e-learning
  • e-teaching, e-learning, networking, workshop, web
  • "prof. development"
  • difference between tags and categories
  • web2.0, wiki, professional_development, technology, edtech
  • e-learninge-learninge-teachingedtechnetworkingprof. developmentprofessional_developmenttechnologyweb2.0web2.0wikiworkshop
  • ProDev
  • web2.0, wikis, education, learning, teaching, ProDev, k-12
  • networking
  • I tend to use underscores and plurals, as well as one word tags, like professionaldevelopment, though I agree with Paul that ProfDev would make sense
  • I need to be more consistent.
  • The] "Lists" [function] provides another great way to organize bookmarks, a way that is complementary to tagging
    • Ilse Mönch
      Ilse Mönch on 05 Jul 08
       
      Hi, yes I agree "Lists" are a great way to organize bookmarks. I already made a list for my "teaching resources" items as a try and now I'm going to experiment with the webslides. The only thing is that I imported my bookmarks from delicious and it's hard work to organize them all :-)
  • Carla Arena on 30 Jun 08
     
    So, how could we organize our tagging system after this week's discussion? Give some practical hints here. I'll start with: - try to keep a single word tag - add as many tags as you can think of - think of individual uses of the tags you're using, as well as the collective needs of easy retrieval of resources - tag, tag, tag - pay attention to mispelled words - use the groups' recommended tags in addition to the ones you've already used -
  • Sasa Sirk on 30 Jun 08
     
    Week 2 Discussion in the LearningwithComputers group about ways to improve our collective tagging experience.
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25+ Best Educational Websites Inspiration 2016 - 0 views

creatskills.com/...onal-websites-inspiration-2016 learningwithcomputers education tools learning online teaching technology
shared by creatskills on 19 May 16 - No Cached
  • creatskills on 19 May 16
     
    Educational Websites are represent schools, college, institutes and university, which have information about their education, courses, modules, fees and other information which are important for students, Educational websites must have attractive quality things to interact their students and donors, these websites also have gallery to show its happy and learning
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CTL: Learning Environments - 0 views

ctl.sri.com/...displayResearchArea.jsp ctl documents education environments learning online projects research resources technology
shared by Paul Beaufait on 05 Aug 08 - Cached
  • Paul Beaufait on 05 Aug 08
     
    This Center for Technology in Learning page introduces activities of the center which focus on learning environments, lists current projects, and includes a list of selected publications, many of which are available online.
  • Paul Beaufait on 05 Aug 08
     
    I happened upon the sri.com site by following a reference to Tapped In (R) from the Unsung Hero... post on Authorship 2.0 (June 18, 2008).
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Essential Conditions (ISTE, 2015) - 12 views

www.iste.org/...essential-conditions education educational technology ISTE learning standards teaching technology technology support
shared by Paul Beaufait on 12 Mar 15 - No Cached
  • Paul Beaufait on 12 Mar 15
     
    "The ISTE Essential Conditions are the 14 critical elements necessary to effectively leverage technology for learning" (Essential conditions, ¶1, 2015.03.12).
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The Bamboo Project Blog - 0 views

michelemartin.typepad.com/thebambooprojectblog blogging education learning lifelong strategies web2.0
shared by Paul Beaufait on 20 Jun 08 - Cached
    • Bertha Leiva
      Bertha Leiva on 20 Jun 08
       
      Thought-provoking blog post. I could see my son described in it. True, if they are not ready, we should wait and let them know we are there for them (son, students, colleagues, anyone)
  • Come up with a one-minute presentation that will show someone how to use a Web 2.0 technology or some aspect of the technology OR that explains a Web 2.0 technology and how it works OR that persuades people to use your favorite Web 2.0 technology.
    • Illya Arnet
      Illya Arnet on 21 Jun 08
       
      Being able to highlight and leave messages on a blog like this can faciliate sharing and decrease the amount of searching one must do. A very good reason to use web 2.0!
  • Paul Beaufait on 10 Jul 08
     
    BIG on strategic self-development: "Career Development, Technology and Learning Strategies for Lifelong Personal and Professional Growth (TypePad blog subtitle, 2008.07.10)
  • Paul Beaufait on 10 Jul 08
     
    Thanks to Mary for sharing this wonderful blog with the LwC group. I'm bookmarking it now, sharing it with friends, and going to add it to a blogroll as soon as I'm done here!
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Research - 0 views

www.footsteps2brilliance.com research iPad games footsteps vocabulary vocab ebooks education resources web2.0 technology learning interactive
shared by Dwayne Abrahams on 30 Oct 12 - No Cached
  • Dwayne Abrahams on 30 Oct 12
     
    "Footsteps2Brilliance, Inc.™'s Academic Language Program for Students (ALPS) delivers a robust library of stimulating ebooks and educational games to parents, children and teachers anywhere/anytime through innovative mobile gaming technology. Developed by educational experts usingthe latest research on cognitive development, ALPS provides young learners with 1,000 essential vocabulary words through interactive eBooks that are sure to engage today's digital students whether at school or home."
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5 Strategies for Using Wikis in the Classroom: Engaging Students in Technology Projects... - 20 views

teachingtechnology.suite101.com/...r_using_wikis_in_the_classroom wiki education technology web2.0 classroom learning teaching strategies
shared by David Wetzel on 23 Mar 10 - Cached
  • David Wetzel on 23 Mar 10
     
    Strategies are provided for taking advantage of Wikis to provide opportunities for students to collaborate with other students, share what they have learned, and become a centralized online resource for educators.
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Home | Spigot - 4 views

spigot.org digital education learning media news opinion research technology youth
shared by Paul Beaufait on 07 Mar 12 - No Cached
  • Paul Beaufait on 07 Mar 12
     
    On this site, the Digital Media and Learning Research Hub (University of California Humanities Research Institute) "aggregate[s] news, research, opinion and info for those working at the intersection of learning, technology, and youth" (2012.03.07).
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