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anonymous

Creating Time: students, technologies and temporal practices in higher education - E-Le... - 1 views

www.wwwords.co.uk/...abstract.asp

#ThoughtVectors technology college students ethnography research creating time digital media higher education

shared by anonymous on 04 Jul 14 - No Cached
  • The data suggest that for these students the dimension of time is in complex, dynamic and contingent interplay with a range of networked devices and shifting material domains and practices, which are mobilised for textual engagement and production. It will argue that student entanglements with devices and digitally mediated texts serve to pause, distribute, elongate and render simultaneous the temporal nature of their practices in emergent 'temporal practices' in complex relationships of co-agency with devices and technologies. It will conclude that a typological analysis is inadequate to understanding these complex, emergent engagements.
  • anonymous on 04 Jul 14
     
    "Creating Time: students, technologies and temporal practices in higher education LESLEY GOURLAY, Department of Culture, Communication and Media, Institute of Education, University of London, United Kingdom pages 141-153 http://dx.doi.org/10.2304/elea.2014.11.2.141"
anonymous

The Future of Virtual Reality in Education: A Future Oriented Meta Analysis of the Lite... - 0 views

earthlab.uoi.gr/...35

#ThoughtVectors technology media education virtual reality augmented reality

shared by anonymous on 09 Jul 14 - No Cached
  • the aimof this article is twofold: a. to clarify the difference between these future approaches; and b. todevelop a valid forecast of a wild future for VR in education. It seems that VR could suggest awild paradigm in learning. The wild turnabout identifies the potential of VR not as an accessoryto learning but as an IQ and cognitive booster.
  • anonymous on 09 Jul 14
     
    Read more about potential "wild futures" of VR and AR in Education as a cognitive booster applied to all levels of learning. Meta-analysis
kahn_artist

Advantages and Disadvantages of the Internet - 0 views

www.buzzle.com/...es-disadvantages-internet.html

internet education

shared by kahn_artist on 24 Jun 14 - Cached
  • The Internet has become an essential propagator of knowledge, both through free as well as paid services. The credibility of this form of education and whether it is safe, secure, and trustworthy, is usually proven through the quality and authenticity of content presented by each website. The World Wide Web has become a remarkable avenue for the academically unprivileged, to amass greater knowledge and know-how on subjects.
  • The Internet has become an essential propagator of knowledge, both through free as well as paid services. The credibility of this form of education and whether it is safe, secure, and trustworthy, is usually proven through the quality and authenticity of content presented by each website. The World Wide Web has become a remarkable avenue for the academically unprivileged, to amass greater knowledge and know-how on subjects.
  • The Internet has become an essential propagator of knowledge, both through free as well as paid services. The credibility of this form of education and whether it is safe, secure, and trustworthy, is usually proven through the quality and authenticity of content presented by each website. The World Wide Web has become a remarkable avenue for the academically unprivileged, to amass greater knowledge and know-how on subjects. The entire scope of homeschooling has expanded because of increased accessibility to videos of teachers giving lectures, showing diagrams and explaining concepts, much like a real classroom. Nonprofit organizations too have opened websites that seek volunteers and donations in order to help the ones in need. There are also sites like Wikipedia, Coursera, Babbel, Archive, and Teachertube, among others, that have dedicated themselves to the art of imparting knowledge to people of all age groups.
  • ...1 more annotation...
  • The Internet has become an essential propagator of knowledge, both through free as well as paid services. The credibility of this form of education and whether it is safe, secure, and trustworthy, is usually proven through the quality and authenticity of content presented by each website. The World Wide Web has become a remarkable avenue for the academically unprivileged, to amass greater knowledge and know-how on subjects. The entire scope of homeschooling has expanded because of increased accessibility to videos of teachers giving lectures, showing diagrams and explaining concepts, much like a real classroom. Nonprofit organizations too have opened websites that seek volunteers and donations in order to help the ones in need. There are also sites like Wikipedia, Coursera, Babbel, Archive, and Teachertube, among others, that have dedicated themselves to the art of imparting knowledge to people of all age groups.
  • kahn_artist on 24 Jun 14
     
    A simple opinion piece on the benefits and downsides of the internet, briefly mentioning Wikipedia as a site devoted to "the art of imparting knowledge"
Will Sullivan

Augmented Reality in Education: Shaw Wood Primary School uses Aurasma - YouTube - 1 views

www.youtube.com/watch

augmented reality education internet technology thoughtvectors

shared by Will Sullivan on 07 Jul 14 - No Cached
  • Will Sullivan on 07 Jul 14
     
    Video of new augmented reality tech in education
anonymous

Nao the Amazing Robot - YouTube - 1 views

www.youtube.com/watch

robot #ThoughtVectors technology media education socially assistive

shared by anonymous on 29 Jul 14 - No Cached
  • anonymous on 29 Jul 14
     
    I think this humanoid robot is the one to watch with more than 300 universitie in 30 countries using NAO for Research and Education.
anonymous

Educational robotics - Topic - YouTube - 1 views

www.youtube.com/...UCd25MJypKi8jQRE56CRcN1w

#ThoughtVectors technology assistive robotics socially assistive robot

shared by anonymous on 29 Jul 14 - No Cached
  • anonymous on 29 Jul 14
     
    Found this Educational robotics Topic in YouTube including Popular SAR and STEM Robots used in K-16 classrooms
anonymous

HAL :: [hal-00190328, version 1] Literature Review in Learning with Tangible Technologies - 1 views

hal.archives-ouvertes.fr/hal-00190328

#ThoughtVectors technology education children learning media

shared by anonymous on 06 Jul 14 - No Cached
  • what would a school look like in which the technology disappeared seamlessly into the everyday objects and artefacts of the classroom? This review is an attempt to explore this question. It maps out the recent technological developments in the field, discusses evidence from educational research and psychology, and provides an overview of a wide range of challenging projects that have attempted to use such 'disappearing computers' (or tangible interfaces) in education
anonymous

EMERGING TECHNOLOGIES GAMES IN LANGUAGE LEARNING: OPPORTUNITIES AND CHALLENGES Robert... - 0 views

llt.msu.edu/...emerging.pdf

#ThoughtVectors technology media education augmented reality

shared by anonymous on 09 Jul 14 - No Cached
  • anonymous on 09 Jul 14
     
    Robert Godwin-Jones, Virginia Commonwealth University There has been a substantial increase in recent years in the interest in using digital games for language learning. This coincides with the explosive growth in multiplayer online gaming and with the proliferation of mobile games for smart phones. It also reflects the growing recognition among educators of the importance of extramural, informal learning and the interest in finding ways to connect learning to students' real lives....number of practical and pedagogical obstacles in the way of incorporating gaming into instructed language learning... what kind of games to choose or to create; how to find the opportunities for language learning within gameplay; and how to integrate gameplay and its associated activities into the curriculum. APA Citation: Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology 18(2), 9-19 Retrieved from http://llt.msu.edu/issues/june2014/emerging.pdf
anonymous

The Encyclopedia of Human-Computer Interaction, 2nd Ed - 1 views

www.interaction-design.org/...hci.html

#ThoughtVectors technology education encyclopedia HCI human computer interaction

shared by anonymous on 09 Jul 14 - No Cached
  • Free textbooks written by 100+ leading designers, bestselling authors and Ivy League professors. The textbooks are assembled in a gigantic 4000+ page encyclopedia covering the design of interactive products and services like websites, household objects, smartphones, computer software, aircraft cockpits, you name it.
  • anonymous on 09 Jul 14
     
    Open Educational Resource I found while researching ambient intelligence using Google Search
anonymous

Why Wikipedia Does Belong in the Classroom - ReadWrite - 1 views

readwrite.com/...a-does-belong-in-the-classroom

education research technology inquiry process #ThoughtVectors wikipedia classroom

shared by anonymous on 30 Jun 14 - No Cached
  • Teach students that the act of writing in any setting is defined by both form and content. I don’t let my students cite Wikipedia in their academic papers (GASP!) because I don’t believe it to be proper academic form. I don’t let them cite the Britannica or dictionary either. In an effort to shape informed consumers of information I teach them how Wikipedia should and should not be used. I agree with Proffitt when he says it’s a great place to start and a terrible place to finish. Though in some academic circles, the tide is turning.
kahn_artist

Dynabook - 0 views

www.newmediareader.com/...nmr-26-kay.pdf

shared by kahn_artist on 14 Jul 14 - No Cached
  • kahn_artist on 14 Jul 14
     
    1970's prototype for a new multimedia educational tool
anonymous

IEEE Xplore Abstract - The RUBI/QRIO Project: Origins, Principles, and First Steps - 0 views

ieeexplore.ieee.org/...login.jsp

ieee robot technology media #ThoughtVectors education socially assistive early childhood humanoid robot

shared by anonymous on 29 Jul 14 - No Cached
  • Computers are already powerful enough to sustain useful robots that interact and assist humans in every-day life. However progress requires a scientific shakedown in goals and methods not unlike the cognitive revolution that occurred 40 years ago.
  • The document presents the origin and early steps of the RUBI/QRIO project, in which two humanoid robots, RUBI and QRIO, are being brought to an early childhood education center on a daily bases for a period of time of at least one year. The goal of the RUBI/QRIO project is to accelerate progress on everyday life interactive robots by addressing the problem at multiple levels, including the development of new scientific methods, formal approaches, and scientific agenda.
Mirna Shaban

How an Egyptian Revolution Began on Facebook - NYTimes.com - 0 views

www.nytimes.com/...olution-began-on-facebook.html

revolution socialmedia

shared by Mirna Shaban on 26 Jun 14 - No Cached
  • une 8, 2010, has secured a rightful place in history. That was the day Wael Ghonim, a 29-year-old Google marketing executive, was browsing Facebook in his home in Dubai and found a startling image: a photo­graph of a bloodied and disfigured face, its jaw broken, a young life taken away. That life, he soon learned, had belonged to Khaled Mohamed Said, a 28-year-old from Alexandria who had been beaten to death by the Egyptian police.
  • Ghonim went online and created a Facebook page. “Today they killed Khaled,” he wrote. “If I don’t act for his sake, tomorrow they will kill me.” It took a few moments for Ghonim to settle on a name for the page, one that would fit the character of an increasingly personalized and politically galvanizing Internet. He finally decided on “Kullena Khaled Said” — “We Are All Khaled Said.”
  • Two minutes after he started his Facebook page, 300 people had joined it. Three months later, that number had grown to more than 250,000. What bubbled up online inevitably spilled onto the streets, starting with a series of “Silent Stands” that culminated in a massive and historic rally at Tahrir Square in downtown Cairo.
  • ...7 more annotations...
  • Ghonim writes, the number of Web users in the country increased to 13.6 million in 2008 from 1.5 million in 2004. Through blogs, Twitter and Facebook, the Web has become a haven for a young, educated class yearning to express its worries and anxieties.
  • The Middle East is home to roughly 100 million people ages 15 to 29. Many are educated but unemployed
  • Technology, of course, is not a panacea. Facebook does not a revolution make. In Egypt’s case, it was simply a place for venting the outrage resulting from years of repression, economic instability and individual frustration.
  • Ghonim writes that in 2011, out of Egypt’s more than 80 million people, some 48 million were poor and 2.5 million lived in extreme poverty. “More than three million young Egyptians are unemployed,” he says.
  • Early on, he decided that creating the page, as opposed to a Facebook group, would be a better way to spread information. More important, he knew that maintaining an informal, authentic tone was crucial to amassing allies. People had to see themselves in the page. “Using the pronoun I was critical to establishing the fact that the page was not managed by an organization, political party or movement of any kind,” he writes. “On the contrary, the writer was an ordinary Egyptian devastated by the brutality inflicted on Khaled Said and motivated to seek justice.”
  • He polled the page’s users and sought ideas from others, like how best to publicize a rally — through printed fliers and mass text messaging, it turned out. (“Reaching working-class Egyptians was not going to happen through the Internet and Facebook,” he notes.) He tried to be as inclusive as possible, as when he changed the name of the page’s biggest scheduled rally from “Celebrating Egyptian Police Day — January 25” to “January 25: Revolution Against Torture, Poverty, Corruption and Unemployment.” “We needed to have everyone join forces: workers, human rights activists, government employees and others who had grown tired of the regime’s policies,” he writes. “If the invitation to take to the streets had been based solely on human rights, then only a certain segment of Egyptian society would have participated.”
  • Ghonim was arrested by the secret police. For nearly two weeks, he was held blindfolded and handcuffed, deprived of sleep and subjected to repeated interrogations, as his friends, family and colleagues at Google tried to discover his whereabouts. That he was released as quickly as he was demonstrated the power of Revolution 2.0.
Kathleen Hancock

Save The Whales - Adopt A Whale - 0 views

www.savethewhales.org/adopt.html

shared by Kathleen Hancock on 01 Jul 14 - No Cached
  • Proceeds from the sale of merchandise will help support Save The Whales' educational programs.
  • Through Save The Whales' symbolic adoption program you will learn about orcas (killer whales) in the wild and in captivity.
  • Proceeds from the kits support Save The Whales education and outreach programs to schools, Whales On Wheels (WOW™)
  • Kathleen Hancock on 01 Jul 14
     
    proceeds from the online Adopt-a-Whale program
Maryam Kaymanesh

Teacher beliefs and technology integration - 3 views

ac.els-cdn.com.proxy.library.vcu.edu/...2.0-S0742051X1200131X-main.pdf

social social media media technology student social networking

shared by Maryam Kaymanesh on 28 Jun 14 - No Cached
  • Maryam Kaymanesh on 28 Jun 14
     
    Teaching and Teacher Education
anonymous

A psychological perspective on augmented reality in the mathematics classroom - 0 views

www.sciencedirect.com/...S0360131513000560

#ThoughtVectors technology media education augmented reality classroom

shared by anonymous on 09 Jul 14 - No Cached
  • The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences.
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