Google - public data explorer - 0 views
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The Google Public Data Explorer makes large datasets easy to explore, visualize and communicate. As the charts and maps animate over time, the changes in the world become easier to understand. You don't have to be a data expert to navigate between different views, make your own comparisons, and share your findings.
Education Eye - Mapping Innovations - 0 views
New Media Literacies - 0 views
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"Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation. For more information, download the Introduction to Our Space [pdf], FAQ [pdf], and Road Map [pdf]. All curricular units and lessons are free and available for download below. The full casebook [pdf - 133MB] can be downloaded using the link at the bottom of the page." Critiqued by @downes for not addressing the issue properly "This is "a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments." The content divides into five major subject areas: participation, identity, privacy, credibility, and authorship and ownership. I'm not sure these are the top five things I would list when thinking of ethical dimensions of new media environments. While it's useful that there is a section on flamers, lurkers and mentors I think there should be something about hate, racism and bulling. And while a section on credibility is a good idea, it should be based on the principles of reason and inference, not outrageously bad definitions like this: "Networking-the ability to search for, synthesize, and disseminate information." And this: "Collective intelligence-evidence that participants in knowledge communities pool knowledge and compare notes with others toward a common goal." Wow, those are just wrong. Maybe I need to review this and criticize it more closely."
Cathy Moore on Saving the World from Boring eLearning - 0 views
Infotention Filters - What combination of mental and online tools can deal with informa... - 0 views
Two Augmented Reality Technologies That Are About To Change The World - Augmented Reality - 0 views
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"... wearable computers allow people to do things like google information straight into their eyeballs while chatting on the street corner - or project a map overlay on the street in front of them, labeling every store. Or turn the local vacant lot into a wonderland filled with Pokemon characters ready to do battle. This is an augmented reality scenario. Now our technology can actually do this, using smart phones as a crude mobile interface. In these demo videos below, we're getting a first glimpse of what happens when the internet comes out of the box and into the real world"
Google Maps API Tutorial - 0 views
YouTube - Google Maps Navigation (Beta) - 1 views
Three Active Learning Strategies | Faculty Focus - 0 views
Novel coronavirus (COVID-19) situation - 1 views
The Internet Map of online communities - 0 views
Assuring Learning - 0 views
This Creepy App Isn't Just Stalking Women Without Their Knowledge, It's A Wake-Up Call ... - 0 views
pachube :: connecting environments, patching the planet - 0 views
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"Create a feed from a device, building, environment or sensor connected to the internet and store, share & graph its datastreams in realtime.. Access realtime & historical data from devices, buildings, environments or sensors to control other environments, embed graphs in websites, trigger actions, etc..."
A Model of Innovation - 0 views
Rhizomatic Education : Community as Curriculum - 0 views
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as Horton and Freire (1990) argue, "If the act of knowing has historicity, then today’s knowledge about something is not necessarily the same tomorrow. Knowledge is changed to the extent that reality also moves and changes. . . . It’s not something stabilized, immobilized"
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The traditional method of expert translation of information to knowledge requires time: time for expertise to be brought to bear on new information, time for peer review and validation. In the current climate, however, that delay could make the knowledge itself outdated by the time it is verified (Evans and Hayes 2005; Meile 2005). In a field like educational technology, traditional research methods combined with a standard funding and publication cycle might cause a knowledge delay of several years.
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Alec Couros’s graduate-level course in educational technology offered at the University of Regina provides an ideal example of the role social learning and negotiation can play in learning (Exhibit 3). Students in Couros’s class worked from a curriculum created through their own negotiations of knowledge and formed their own personally mapped networks, thereby contributing to the rhizomatic structure in their field of study. This kind of collaborative, rhizomatic learning experience clearly represents an ideal that is difficult to replicate in all environments, but it does highlight the productive possibilities of the rhizome model (Exhibit 4).
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