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Cram, A., Hedberg, J., Lumkin, K. & Eade, J. (2010). Learning through Design and Construction in Multi-User Virtual Environments: Opportunities, Challenges and an Emerging Project. In Proceedings of Global Learn Asia Pacific 2010 (pp. 1185-1194). AACE. Retrieved from http://www.editlib.org/p/34325.

U Panel Bulk Bags are specialized containers designed for transporting and storing a wide variety of materials, particularly in industries like agriculture, construction, and manufacturing. These bags are notable for their robust structure and innovative design, making them a preferred choice for bulk storage. The "U" shape of the panels gives these bags extra strength, enabling them to carry heavy loads without compromising on integrity. Advantages of U Panel Bulk Bags One of the main advantages of U Panel Bulk Bags is their durability. Made from high-quality woven polypropylene, these bags are resistant to tears, punctures, and abrasions. This durability makes them ideal for heavy materials such as sand, gravel, and chemicals. Additionally, the U shape allows for easier stacking and storage, optimizing space during transport and warehousing. Applications of U Panel Bulk Bags U Panel Bulk Bags are versatile and can be used across various industries. In agriculture, they are commonly used to store grains, fertilizers, and animal feed. In construction, these bags can hold sand, gravel, and other aggregates. Their resistance to moisture makes them suitable for chemical storage as well, ensuring that hazardous materials are securely contained. Features of U Panel Bulk Bags The design of U Panel Bulk Bags includes features that enhance their functionality. These bags often come with features such as filling and discharge spouts, which make them easy to load and unload. Some versions are designed with added features like UV resistance, ensuring they can withstand prolonged exposure to sunlight without degrading. Selecting the Right U Panel Bulk Bag Supplier When looking for U Panel Bulk Bags for sale, choosing the right supplier is crucial. A reliable supplier will provide high-quality products, ensuring that the bags meet industry standards. It's essential to research potential suppliers, checking reviews and customer feedback to gauge their reliability and pr

HDPE pond liners, or High-Density Polyethylene liners, have become essential materials in various applications, particularly in water containment systems. These liners are designed to provide a barrier that prevents water from escaping, ensuring the integrity and sustainability of ponds, lakes, and other water bodies. The robust characteristics of HDPE make it an ideal choice for diverse environments, including agriculture, aquaculture, and landscape design. Key Features of HDPE Pond Liners The significance of HDPE pond liners lies in their unique features. First and foremost, HDPE is highly resistant to punctures and tears. This quality is crucial when considering the harsh environments where these liners are often installed. Additionally, HDPE is UV stabilized, which means it can withstand prolonged exposure to sunlight without degrading. This property makes HDPE pond liners suitable for outdoor applications where other materials might fail. The Benefits of Using HDPE Pond Liners Using HDPE pond liners offers a multitude of benefits. One of the most notable advantages is their durability. HDPE liners can last for decades, reducing the need for replacements. Moreover, they are resistant to various chemicals and environmental factors, including extreme temperatures. This resilience translates to lower maintenance costs and a longer lifespan, making them a cost-effective solution for pond construction. Applications of HDPE Pond Liners HDPE pond liners are versatile and used in various applications. One of the primary uses is in agricultural settings. Farmers utilize these liners to create irrigation ponds, fish farms, and livestock watering systems. By preventing water loss, they ensure a reliable water supply for agricultural operations, ultimately enhancing productivity. Aquaculture and HDPE Pond Liners In aquaculture, HDPE pond liners play a vital role in creating controlled environments for fish farming. The liners help maintain water quality by preventing co

Useful tool for generating constructive alignment statements

Historic Tale Construction Kit

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003).

Inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and understand the world. As such, it is a stance that pervades all aspects of life and is essential to the way in which knowledge is created. Inquiry is based on the belief that understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make discoveries and rigorously testing the discoveries that arise in the course of shared activity.

"Classrooms are infused with technology. Many lessons ask students to use for online or digital tools. Accomplishing this so it serves educational goals isn't as much about knowing how to use the tools as constructing knowledge in an organic, scalable way. To prepare students to make the cerebral leap between tools used for a particular project and tools available as-needed requires preparation in eight areas discussed in this post."

traditional notions of education are not coping with the content explosion generated by the rise of the knowledge economy

FontStruct is a free font-building tool brought to you by the world's leading retailer of digital type, FontShop. FontStruct lets you quickly and easily create fonts constructed out of geometrical shapes, which are arranged in a grid pattern, like tiles or bricks. You create 'FontStructions' using the 'FontStructor' font editor. Once you're done building, FontStruct generates high-quality TrueType fonts, ready to use in any Mac or Windows application.

Check this out for co constructing rubric checklist for success

Professor MacFarlane discusses many issues which ring true to me. In particular: - lack of vision for what education could be like with new technology (around 4 min mark) - the web2.0 and technology revolution is great for the 15% of people who have a good life anyway because of their suituation and culture (5:30) - others don't benefit from the access to the technology - they need help (6:00) - no change in classroom over last 20 years with computers and in danger of no change in next 20 years (7:30) - instruction vs. construction (8:30) - expect learning to change with introduction of technology (10:30) - but hasn't really done so - student self-directed learning is separate from school work i.e. at home and not related to school (14:30) - much of what kids do on computers at home is trivial (16:00) - the ones that do have good experiences are the same 15% (16:30) - kids that are missing out have a computer at home probably but no access to the community that enables them to have these experiences (17:10) - doing something by themselves does not really benefit them - it is being part of a community that had benefit for learning - what are we dong for these people? (19:10) - talking about missing pedagogical model for how to teach (22:00) - teachers are expected to use technology to provide innovative learning but no model against which to do so, some don't use it at all, some use it inappropriately - there maybe some individual examples but not overall (23:00) - schools bad at connecting with their communities in a learning sense (26:00) - talks about chinese online writing community and how they comment, collaborate (34:00) - community (47:30) - communitites aren't formed when people are brought together in schools etc. - need to have a common problem or interest (48:30) - Plant's definition? - in education the problem is because assessment is done individually (49:00) - so forming groups and sharing ideas is not attractive for students - worried about not getti

This unit is all about Robotics - The Construction, Programming and Implications of Robots. Mainly for Years 11 and 12

reducing our aims just to types of skills risks boring everyone to death with short lived, tool specific training which doesn't address the social and political context of people's lives or their reasons for engaging with technology.

Create an imaginary landscape with NGAkids JUNGLE. Mix and match the animals, control the weather and lighting conditions, or construct flowers, trees, and plants

Mr Moses has constructed a compelling argument for embracing the use of social networking tools with students via a series of links and embedded movies on this media wiki page. If you're looking for those reports that you know would back up your case for using these tools then check in here as chances are Mr Moses has a link to them.

"Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments."

"Technologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed, and constructed environments."

How might we shape that culture and how will we understand the many forces at work? Understanding the culture of class or perhaps even a school is an important element of our teaching but realising the complexity of this task must come first.