Web 2.0 harnesses collective intelligence by enabling applications to get better as more people use them; it focuses on the original idea of the web without the hype of the dot-com boom. This document discusses how social networking and Web 2.0 can impact recruitment by allowing job advertisements to reach more potential jobseekers as information is shared between users.
The document discusses the challenges and opportunities of global talent management. It explores how work can be deconstructed and reconstructed to match talent to business needs across borders more effectively. It uses the example of a company called PTC Solutions Centers that provides software and consulting services, and explores experiments to deliver those services more efficiently through virtual collaboration and "just in time" online learning modules for customers.
Web 2.0 harnesses collective intelligence by enabling applications to get better as more people use them; it focuses on the original idea of the web without the hype of the dot-com boom. This document discusses how social networking and Web 2.0 can impact recruitment by allowing job advertisements to reach more potential jobseekers as information is shared between users.
The document discusses the challenges and opportunities of global talent management. It explores how work can be deconstructed and reconstructed to match talent to business needs across borders more effectively. It uses the example of a company called PTC Solutions Centers that provides software and consulting services, and explores experiments to deliver those services more efficiently through virtual collaboration and "just in time" online learning modules for customers.
Teaching procrastination - A way of helping students to improve their study h...bjornh
Full paper at http://www.lth.se/fileadmin/lth/genombrottet/konferens2012/26_Hedin.pdf
Procrastination, or to against better judgment postpone a task, is a very common problem in general, and for university students in particular where about 50% procrastinate consistently and problematically. In learning contexts, procrastination leads to cramming strategies, where the major part of studying activities occurs close to the exam instead of spreading the learning over time, which generally is believed to give better learning.
This paper/presentation describes a course module on procrastination and
the preliminary results from running the module with about 230 students in media technology.
This document provides an overview of mobile learning (mLearning) including definitions, examples of mLearning research projects, and a discussion of issues. It summarizes mLearning as learning that can occur anywhere and anytime using mobile technologies. It describes projects providing lecture content and review questions via text messages as well as enhanced podcasts of lectures. Key benefits of mLearning discussed are increased flexibility and ability to access content anywhere. Issues raised include ensuring optional use of technologies and balancing formal and informal learning.
- The document summarizes a study that built a mobile application to send chemistry learning reminders to students based on their location, as determined by their phone's GSM cell signal, rather than at set times. The application detected when students arrived or left specific locations like home or the university and triggered reminders.
- 11 students tested the applications for a week. Public transport was found to be a good location for mobile learning reminders. Technical issues included problems detecting location changes and associating locations with the correct places. Suggested improvements included adding personalized content and sharing features.
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
The document discusses alternatives to video recordings for lectures, such as enhanced podcasts and slidecasts. It describes the advantages of these alternatives, including being easier and less resource-intensive to produce than videos, having smaller file sizes, and being viewable on mobile devices. The document also summarizes the results of a study comparing students who took a course with only lectures, a blended approach using lectures and podcasts, or only podcasts, finding that podcasts improved completion rates and student evaluations of the course.
The document discusses the evolution of Web 2.0 and its applications for education. Some key aspects of Web 2.0 include user-generated content through blogs, wikis, social bookmarking and folksonomies. This allows for more collaborative and social forms of learning. The document provides examples of how Web 2.0 tools like RSS feeds, social networking, Google Docs, and wikis can be used to create a more distributed, collaborative model of e-learning called eLearning 2.0. This emphasizes social constructivism and peer learning through reflective blogging, collaborative writing and discussion.
This document introduces XML-based markup languages like XHTML and compares HTML and XHTML. It discusses well-formed and valid markup, hierarchical structure, elements and attributes. XHTML separates structure from presentation and uses CSS for layout. Documents can be validated to check they conform to XHTML standards.
CSS (Cascading Style Sheets) is a language for defining the layout of XML, HTML, and XHTML documents. It allows separation of document content from document presentation. CSS operates on XML structures to define things like fonts, sizes, colors, spacing and positioning. Popular properties include font-family, color, background-color, text-align, and width. CSS can be defined internally in a document or externally in a separate file.
This document discusses developing device independent web applications by using XML. It covers making content accessible on different devices, authoring roles in creating device independent content, and considerations for user experience across diverse devices and access mechanisms. The goal is to abstract device knowledge and provide harmonized user experiences regardless of the accessing device. This can be done by separating content, navigation, presentation and interaction, and providing different XSLT templates to render the content appropriately for different devices.
Web 2.0 technologies enable new forms of collaboration and sharing on the internet. These include blogs, wikis, RSS feeds, social bookmarking, social networking sites, folksonomies, podcasts, and collaborative editing tools. Many of these technologies encourage participation and user-generated content. They have transformed how people find and share information online, and also show potential to support new models of social, collaborative learning known as eLearning 2.0.