Group items tagged

"Summary of a presentation by Phillip D. Long, University of Queensland We want to see the learning design patterns change, we want to see phy6sical participation in the profession, that is, engagement with the content and the practice, in the rich spaces that we have, and let the content engagement, which can be well-designed online, be the place where content is delivered. (Eg. Pictures of classes, eg., composed of 'terraces'). Recently, we tried bringing people together en masse. We took a large space that is a sports facility and turned it into a learning environment, tables of nine, an instructor and two TAs, and engagement simply in terms of 'showing up' is stunning, 85-90 per cent attendance. Our engagement with MOOCs, and we've just started to partner with EdX, is because we are learning how to refactor how learning on campus takes place, to put the effort into learning design into the online context, moving away from these little boxes, and looking at the campus as a series of practice spaces. (SD- Stephen Downes: This is a good model - but one wonders why it would be reserved for tuition-paying students - why not move it out into the community as a whole - you'd get *much* better 'tables of nine')"

SD = Stephen Downes

"Copy your data From spreadsheets, to tables in web pages, databases-anywhere you can visualize a table with location data you can paste it into BatchGeo. If you are starting from scratch, we recommend using our Spreadsheet Template to get started with your data, then simply copy the data over to BatchGeo to create a pin map. Validate & set options We make our best guess at your intended columns like the address, city, state, zip code, or latitude / longitude. You may want to set the options yourself if you don't like the default behavior. Map locations We geocode your postcodes / addresses and make your map. It may take a few minutes depending on how many addresses you have, if you already had latitude and longitude in your data it will map instantly. After you are done mapping the addresses you can save to a web page using the "Continue & Save" option."

"This issue of Open Praxis focuses on the concept of openness and its growth and use in higher education. Table of Contents Editorial Openness in higher education HTML PDF Inés Gil-Jaurena "

Kitchen Table Event Learners will be able to : Create their own webpages using the following HTML tags : , , , , ,, etc, , & , , , Style their webpages using the following CSS properties: positioning values, hex numbers/color, fonts/sizes, class, div

"Il post di Andreas Qualche altro elemento HTML mi spinge a descrivere come ho creato (sto ancora creando) la pagina Villaggio cmooc#ltis13 di questo blog. Non è una procedura molto elegante (quella non la conosco). Si tratta solo dell'arte citata nel titolo di questo post. tabella_villaggioPer tenere in ordine tutte le immagini/avatar mi serviva una tabella, ma l'editor di wordpress non la prevede e non c'era ancora il tutorial di Andreas. Ho creato quindi la struttura della tabella con KompoZer, ho copiato il codice html e l'ho incollato nel Text della pagina del blog (sapevo dei tag e poi e poi ma non ricordavo la sintassi). ..."

O come combinare http://iamarf.org/file-opml-ltis13/ con http://iamarf.org/2013/04/29/qualche-altro-elemento-html-ltis13/ e http://youtu.be/N4Q7iPIkMrs

Brief.ly is a simple way to share a "bundle" of links at the same time. Enter up to 30 links and captions you want to share (one per line or click the wrench for more options). Brief.ly will generate a unique URL. When opened, a Table of Contents page lists the sites included. When you open the bundle, each site appears and tabs appear along the top of the page that allow you to easily jump from one recommended site to the next. This site is very easy to use and helpful for all ages, as long as they can read. With your membership, you can edit the contents of your list later, without resending it or changing the single link. tag(s): organizational skills (84) TeachersFirst review

"[Index] Note: The index above has been obtained by assigning header title styles to the plain headers of the original PDF files of the three versions of the Translator agreement. In the following table, the content of the three versions has been split sentence by sentence, and sometimes in shorter units, for easier comparison."