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Robyn Jay

iStanford for iPhone, iPod touch and iPad on the iTunes App Store - 0 views

itunes.apple.com/...id292922029

istanford

shared by Robyn Jay on 18 Oct 10 - No Cached
  • Robyn Jay on 18 Oct 10
     
    "* Maps: Search for buildings / places on campus, see bus routes and live locations, use GPS to find where you are on the 8,180 acre campus * Directory: Search for students, faculty, and staff in the Stanford directory, tap to call or email, add them as contacts on your phone * Courses: Search for classes, find out where and when they're offered, tap to call or email the professor, enroll during open enrollment, view your courses and grades * Athletics: Get news, scores, and schedules for every Stanford varsity sport * Images: Get photo images of Stanford University, send to a friend, save as wallpaper * Events: Get information about things happening on campus * Videos: Check out Stanford content on YouTube (UTV) * News: Extra! Extra! Read all about it! News from a variety of Stanford news sources - Stanford News, the Daily, Graduate School of Business, Medicine, athletics, and more! * Stanford on iTunes U: Access thousands of Stanford audio and video recordings- including courses, faculty lectures and campus performances - in iTunes U * Library: Search the prodigious content of Stanford libraries in a variety of ways, show content availability and location, call number, view item in SearchWorks * Emergency: Call to report emergency or non-emergency, call to obtain information from the Stanford Emergency Information Hotline * 5-SURE: Call to get a safe ride home"
Robyn Jay

Flickr Storm - 0 views

www.zoo-m.com/flickr-storm

images flickr creativecommons copyright photos resources Tools web2.0 visualization image graphics free nswlearnscope07 fromdelicious tools tool TELT L&Tunsw L&T

shared by Robyn Jay on 14 Jan 09 - Cached
  • Robyn Jay on 14 Jan 09
     
    allows you to search FlickR images with a particular CC licence
Sue Hellman

Participants: Picture Australia - 0 views

www.pictureaustralia.org/...index.html

australia aus picture gallery

shared by Sue Hellman on 04 Feb 11 - No Cached
  • Sue Hellman on 04 Feb 11
     
    "Picture Australia is an Internet based service that allows you to search many significant online pictorial collections at the same time. When you do a search on Picture Australia, thumbnail images are retrieved from participating institutions on the fly and inserted into the search results."
Robyn Jay

Source for "Flickr CC Attribution Helper" - Userscripts.org - 0 views

userscripts.org/...49395

flickr attribution creativecommons cogdog scripts imagesharing

shared by Robyn Jay on 19 May 09 - Cached
  • Robyn Jay on 19 May 09
     
    // ==UserScript== // @name Flickr CC Attribution Helper // @version 0.1 // @namespace http://cogdogblog.com/code/ // @description Generate attributed Flickr for creative commons images // @include http://www.flickr.com/photos/*/* // @include http://flickr.com/photos/*/* // @exclude http://www.flickr.com/photos/*/*#preview // @exclude http://flickr.com/photos/*/*#preview // ==/UserScript==
Nigel Coutts

Learning about change from a home cooked meal. - The Learner's Way - 0 views

thelearnersway.net/...change-from-a-home-cooked-meal

learning change meal education teaching

shared by Nigel Coutts on 26 May 19 - No Cached
  • Nigel Coutts on 26 May 19
     
    Last week I decided that a good home cooked meal was in order. Lacking inspiration it turned to a recipe book I had been gifted the previous Christmas and found what appeared to be a tasty and nutritious option. I read on with enthusiasm and was soon imaging myself dining on this wholesome meal. If the end result looked half as good as the glossy picture that accompanied the recipe, I would be in luck.
Robyn Jay

A critical examination of Blackboard's e-learning environment - Coopman - 3 views

firstmonday.org/...2202

coopman blackboard review critique

shared by Robyn Jay on 30 Sep 09 - Cached
  • teaching/learning as performance and teaching/learning as text
  • perceived institutional presence — the degree to which online learners felt connected to the university — was positively related to learning outcomes, satisfaction with the course, and intent to stay in the program.
  • students in the traditional classes interacted with each other far less than those in the hybrid (Web–enhanced) classes
  • ...6 more annotations...
  • quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement
  • Interrogating the structure of learning management systems such as Blackboard brings to light the unnoticed ways in which the software frames online classroom interaction
  • Rose (2004) argued in her critique of learning management systems that the mediated tools instructors use to teach their classes are not value–free. The author lamented that “there is no acknowledgment of the fundamental transformations that must be wreaked upon content imported into platforms such as WebCT and Blackboard, nor of the fact that the very structure of these systems constrains instructional possibilities and decision–making.” [4] Like a highly bureaucratic organization, once a structure is built into a learning management system, changing the structure becomes unimaginable (Sandvig, 2006).
  • Online class discussions typically involve more student–student interaction and less instructor–student interaction. Lobel, et al. (2005) found that instructors were the center of the interaction network during in person discussions whereas the group was the center during online discussions. Blackboard’s discussion feature allows students to interact directly with each other, bypassing the instructor. However, the degree of structural flexibility in a Blackboard discussion board resides to a large extent in the decisions the instructor makes. May students attach files? May students start new discussion threads? May students post anonymously? Do they rate each other’s messages? What is the rating system?
  • What has changed is the instructor’s increased ability to track students’ use of the class Web site: number of messages posted, number of messages read, and how many times various pages or sections are accessed. Mullen (2002) argued that this type of information seems to provide an objective measure of student engagement, but in fact creates a dangerously decontextualized, essentialized image of a class in which levels of “participation” stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users
  • “The brave new world of digital education promises greater access, increased democratic participation, and the transcendence of discrimination through pure minds. We must interrogate the actuality of these hypes: who has access, is participation online transformative, and is transcendence of difference a goal of progressive pedagogies?” [8]
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