The Tower and The Cloud | EDUCAUSE - 0 views
The Semantic Web in Education (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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The mantra of the information age has been “The more information the better!” But what happens when we search the web and get so much information that we can’t sort through it, let alone evaluate it? Enter the semantic web, or Web 3.0. Among other things, the semantic web makes information more meaningful to people by making it more understandable to machines.
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Remember, 15 years ago the web was science fiction to most. Today it is taken for granted. Eventually, we will take the Semantic Web for granted as well. Our thirst to make sense of the information available to us and to broaden and deepen our relationships with the world and each other will most certainly urge us on through whatever complex and challenging development period awaits us.
Setting the Stage for Digital Engagement: A Five-Step Approach (EDUCAUSE Review) | EDUC... - 0 views
Seven Principles for Classroom Design: The Learning Space Rating System | EDUCAUSE - 0 views
Make Super Simple Videos for Teaching Online [video] | EDUCAUSE - 0 views
A Rubric for Selecting Active Learning Technologies | EDUCAUSE - 0 views
Why Openness in Education? | EDUCAUSE - 1 views
Beyond Active Learning: Transformation of the Learning Space | EDUCAUSE - 0 views
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"Learning Space as Creation Space The next generation of learning spaces will take all the characteristics of an active learning environment-flexibility, collaboration, team-based, project-based-and add the capability of creating and making. Project teams will be both interdisciplinary and transdisciplinary and will likely need access to a broad array of technologies. High-speed networks, video-based collaboration, high-resolution visualization, and 3-D printing are but a few of the digital tools that will find their way into the learning space. The ability to rearrange furniture and technology quickly and easily will be highly desirable. Some project activities will need nothing more than comfortable furniture, food, and caffeine. Others will require sophisticated computational analysis and the ability to do rapid prototyping. Acoustics will be a concern and will need to accommodate a wide range of activities. It seems likely that such space will support more than one team or activity simultaneously. That will be a highly desirable trait, fostering serendipitous discovery and innovation. The ability to quickly and easily capture the group's activities and progress will also be desirable. An emerging class of powerful and effective collaboration tools enables project teams to save and store project elements, resources, concepts, plans, designs, models, and renderings-in short, all the "stuff" that a team might find or make."
Student Mobile Computing Practices, 2012: Lessons Learned from Qatar | EDUCAUSE - 0 views
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"Mobile computing is transforming information technology and the student learning environment in higher education, yet educational institutions everywhere are just scratching the surface of the capabilities of mobile computing. This report is based on 369 student survey responses and 26 focus-group participants from the mobile-device-heavy student population in Education City, Qatar."
Networked Learning as Experiential Learning | EDUCAUSE - 0 views
Universal Design for Learning and Digital Accessibility: Compatible Partners or a Confl... - 0 views
Reframing Learning with Learning Glass and Lightboard | EDUCAUSE - 0 views
Pedagogical Agility in Flexible Learning Spaces: Why Faculty Development Needs to Be as... - 0 views
Accessibility Buy-In: Rubrics and Faculty Development Workshops | EDUCAUSE - 0 views
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