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Susan Lister

Audioblogging by Mobile Phone? Round 2: Nigerian Election Blog Blueprint at saidia.org - 0 views

www.saidia.org/...gerian-election-blog-blueprint

audio cuc2 mobilelearning

shared by Susan Lister on 25 Jun 08 - Cached
  • Susan Lister on 25 Jun 08
     
    audioblogging by telephone, is compelling. In fact, it's so compelling that I'm surprised it has not caught on already.. especially in Africa. Why should it not be possible for activists and election monitors - and indeed citizens - to call a number and leave a message about problems they are experiencing or issues dear to them, and be able to expect their message to be immediately made available for listening on a blog?
Susan Lister

John Connell » Blog Archive » Let's Pretend… - 0 views

www.johnconnell.co.uk/blog

cuc2

shared by Susan Lister on 14 Jun 08 - Cached
    • Susan Lister
      Susan Lister on 14 Jun 08
       
      This is a good question to get us in the mindset of the parents of the children in our target schools.
Susan Lister

Japan Visitor Blog - Tokyo Osaka Nagoya Kyoto: Dunno much about history… - 0 views

japanvisitor.blogspot.com/...dunno-much-about-history.html

citycomparison cuc2

shared by Susan Lister on 26 Jun 08 - Cached
  • Most revealing was the percentage of Tokyo pupils who thought education was necessary "to live a happy and fulfilled life": only 40%, compared with over 50% in Seoul and Beijing, and almost 75% in London and Washington DC. Also, only 25% of Tokyo pupils believed they would be happy "if I graduate from a good university (40% in Beijing, 60% in Seoul, 80% in London, 85% in Washington DC.) It was also revealed that a whopping 87% of Japanese pupils say they "talk with my family a lot," compared with about 75% of pupils in the other cities.
  • Susan Lister on 26 Jun 08
     
    Most revealing was the percentage of Tokyo pupils who thought education was necessary "to live a happy and fulfilled life": only 40%, compared with over 50% in Seoul and Beijing, and almost 75% in London and Washington DC. Also, only 25% of Tokyo pupils believed they would be happy "if I graduate from a good university (40% in Beijing, 60% in Seoul, 80% in London, 85% in Washington DC.) It was also revealed that a whopping 87% of Japanese pupils say they "talk with my family a lot," compared with about 75% of pupils in the other cities.
Susan Lister

What To Do When You Don't Have Tech - 0 views

jenuinetech.com/blog

cuc2 unconnectedclassroom

shared by Susan Lister on 15 Jun 08 - Cached
    • Susan Lister
      Susan Lister on 15 Jun 08
       
      People from this district might be interested in our project. I'd like to ask a different question - what technologies would you recommend to arrive first in this classroom? How would you justify any technology purchases to the PTA or other grant ganting boards?
Susan Lister

Vodafone | receiver » Blog Archive » Mobile learning in 'developing' countrie... - 0 views

www.receiver.vodafone.com/arning-in-developing-countries

cuc2 mobilelearning

shared by Susan Lister on 12 Jul 08 - Cached
  • Susan Lister on 12 Jul 08
     
    In this piece he makes some observations about mobile learning in the so-called developing world. Traxler questions whether the dichotomy between 'developed' and 'developing', usually the basis for such thinking, is helpful, and whether mobile phone technologies reinforce, replicate, reduce or merely confuse 'digital divides' between the 'developing' and 'developed'.
Susan Lister

Pedagogy First? Whatever. - 0 views

connectivism.ca/...pedagogy_first_whatever.html

connectivism contextisking cuc2 georgesiemens pedagogy siemens

shared by Susan Lister on 05 Jul 08 - Cached
  • Pedagogy should not even be a consideration during the planning stages of technology use. Harsh statement? Perhaps, but it's a reality. Few Utopian situations exist where our decisions on how to teach can be based exclusively on pedagogy. Resources, expertise, technology, needs (of learners, educators, society), and funds impact what we choose to do. In a world: context. The mix of multiple, mutually influencing factors determine what we types of technology we select.
  • Susan Lister on 05 Jul 08
     
    Pedagogy should not even be a consideration during the planning stages of technology use. Harsh statement? Perhaps, but it's a reality. Few Utopian situations exist where our decisions on how to teach can be based exclusively on pedagogy. Resources, expertise, technology, needs (of learners, educators, society), and funds impact what we choose to do. In a world: context. The mix of multiple, mutually influencing factors determine what we types of technology we select.
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