Presentation given by Warwick Bailey, Icodeon to the European Union National Summer School at the Faculty of Computer and Information Science, University of Ljubljana, Slovenia
The document describes a workshop on designing learning spaces with Web 2.0 tools. The workshop aims to provide an overview of how Web 2.0 tools can be integrated into formal, non-formal and informal learning environments. The agenda includes case studies of Web 2.0 tool integration, a discussion of various Web 2.0 tools and models of their use in education, and a question and answer session.
The document discusses the University of Wales, Newport's strategy for adopting and supporting Web 2.0 technologies to enhance the student experience. It outlines how the university initially focused on using its virtual learning environment (VLE) to distribute course materials but has since recognized the importance of social technologies. The strategy updates the IT strategy to support emerging technologies like blogs and wikis and become a more agile service. It also discusses the technical, teaching, marketing, and legal challenges of implementing this new approach.
This document provides an introduction to Web 2.0 tools that can enhance online learning. It discusses technologies like Ajax, wikis, blogs, RSS feeds, and social bookmarking/tagging that allow for more dynamic and interactive content. Specific Web 2.0 tools are highlighted like Google Docs, Flickr, YouTube, and social media platforms that can engage students and encourage collaboration.
from PLE to Professional Learning NetworksIvana Marenzi
The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
The document discusses strategies for building successful virtual communities inside companies based on lessons from Web 2.0. It covers defining communities and their key elements: a domain of shared focus, a group of members, and a body of shared knowledge and practices. Wikis are one tool but may lead to too many isolated efforts without search; a single centralized wiki works better. Metrics are needed to demonstrate community value to users and management.
From Personal Learning Environment Building to Professional Learning Network ...Malinka Ivanova
The building of Personal Learning Environment (PLE) that supports learner to set learning goals and to manage learning is related to creative and innovative activities. But more challenging is the forming of Professional Learning Network (PfLN) that can be used for facilitation of knowledge absorption, assimilation and dissemination not only in formal and informal learning process, but also in one long-term learning plan when students transform in life-long learners.
The document introduces Bookneto, an online course management system that allows independent experts to easily build and host online courses on their own websites for free. It aims to solve the problem that experts currently find it difficult and expensive to offer branded online courses. The CEO explains that Bookneto provides experts a platform to create, organize, and share course content through a customizable online course site that students can access through the expert's website. It allows for monetization options and promotes expert-led courses to their existing audiences.
This document discusses personal learning networks (PLNs) and professional learning networks. It provides information on how individuals can use their PLN for learning new things, asking questions, collaborating with others, finding validation, and staying connected with friends. It also discusses using tools like blogs, RSS feeds, and social networks to discover resources, have conversations, and form connections with other professionals to break through teacher isolation and collaborate. The goal of a PLN is to connect people and allow them to collaborate and contribute to each other's learning.
The document describes a workshop on designing learning spaces with Web 2.0 tools. The workshop aims to provide an overview of how Web 2.0 tools can be integrated into formal, non-formal and informal learning environments. The agenda includes case studies of Web 2.0 tool integration, a discussion of various Web 2.0 tools and models of their use in education, and a question and answer session.
The document discusses the University of Wales, Newport's strategy for adopting and supporting Web 2.0 technologies to enhance the student experience. It outlines how the university initially focused on using its virtual learning environment (VLE) to distribute course materials but has since recognized the importance of social technologies. The strategy updates the IT strategy to support emerging technologies like blogs and wikis and become a more agile service. It also discusses the technical, teaching, marketing, and legal challenges of implementing this new approach.
This document provides an introduction to Web 2.0 tools that can enhance online learning. It discusses technologies like Ajax, wikis, blogs, RSS feeds, and social bookmarking/tagging that allow for more dynamic and interactive content. Specific Web 2.0 tools are highlighted like Google Docs, Flickr, YouTube, and social media platforms that can engage students and encourage collaboration.
from PLE to Professional Learning NetworksIvana Marenzi
The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
The document discusses strategies for building successful virtual communities inside companies based on lessons from Web 2.0. It covers defining communities and their key elements: a domain of shared focus, a group of members, and a body of shared knowledge and practices. Wikis are one tool but may lead to too many isolated efforts without search; a single centralized wiki works better. Metrics are needed to demonstrate community value to users and management.
From Personal Learning Environment Building to Professional Learning Network ...Malinka Ivanova
The building of Personal Learning Environment (PLE) that supports learner to set learning goals and to manage learning is related to creative and innovative activities. But more challenging is the forming of Professional Learning Network (PfLN) that can be used for facilitation of knowledge absorption, assimilation and dissemination not only in formal and informal learning process, but also in one long-term learning plan when students transform in life-long learners.
The document introduces Bookneto, an online course management system that allows independent experts to easily build and host online courses on their own websites for free. It aims to solve the problem that experts currently find it difficult and expensive to offer branded online courses. The CEO explains that Bookneto provides experts a platform to create, organize, and share course content through a customizable online course site that students can access through the expert's website. It allows for monetization options and promotes expert-led courses to their existing audiences.
This document discusses personal learning networks (PLNs) and professional learning networks. It provides information on how individuals can use their PLN for learning new things, asking questions, collaborating with others, finding validation, and staying connected with friends. It also discusses using tools like blogs, RSS feeds, and social networks to discover resources, have conversations, and form connections with other professionals to break through teacher isolation and collaborate. The goal of a PLN is to connect people and allow them to collaborate and contribute to each other's learning.
Blended learning combines various learning strategies and delivery methods, including classroom training, computer-based training with CD-ROMs, and web-based training that can be either on-demand or scheduled with an instructor and other students. Common technologies that can be used for blended learning include email, Microsoft Office programs, web surfing, social networking, YouTube videos, blogs, and website creation. Wikis are an effective tool that allow for easy website and content creation with interactive availability for students. When creating blended learning, it is important to give students clear and engaging activities while utilizing embedding, audio editing, analytics, and email updates.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
The document discusses the use of blogs for teaching and learning. It introduces blogs as a tool of Web 2.0 that allows for knowledge sharing and collaboration. Blogs can support student reflection, knowledge building, and monitoring of the learning process. The document provides tips for educators on getting started with blogs and integrating them into the classroom, such as starting small and seeking help from other educators.
The document discusses incorporating user-generated content into classroom lessons. It reviews technologies like wikis, blogs, photo sharing, and video that allow students to contribute online. Wikis allow collaborative writing and sharing of information. Blogs enable students to publish online and comment on each other's work. Photo sharing sites allow students to upload, tag, and edit images. Videos on sites like TeacherTube can be used for educational purposes. The goal is to explore how these "2.0 technologies" can enhance learning through student contributions.
This document provides an overview of resources for creating an online educational community using Edmodo. It discusses setting up accounts on Edmodo for teachers and students, features of Edmodo like groups, calendar, file sharing, and microblogging. It also provides guidance on how to introduce Edmodo to students and parents, including sharing the purpose and acceptable use policies. Specific ideas are given for using Edmodo in classes for social studies, science, literature and other subjects.
Blogs, wikis, and podcasts can be used in higher education to facilitate collaboration, knowledge sharing, and reflective activities. They allow for flexible participation and communication. However, challenges include ensuring quality contributions, assessing individual work, addressing intellectual property issues, maintaining control of content, and developing necessary technical skills.
Abdul Wahab has completed the Cisco Networking Academy Get Connected course through the Virtual University of Pakistan, demonstrating abilities such as identifying computer components, understanding file systems and networks, using social media and email, and troubleshooting basic hardware and software issues. The certificate was issued on March 5th, 2020 and signed by his instructor Naheed Shakeel.
This document discusses open badges, which are digital credentials that recognize skills and achievements. Open badges contain metadata that link to evidence of qualifications and can be earned through both formal and informal learning. They are designed to provide flexible recognition of skills across different contexts and platforms. The document outlines the history and standards of open badges, how they are used in areas like education, employment and online courses, and the technical infrastructure that supports open badges systems.
This document provides an overview of various Web 2.0 tools that can be used for language learning including SlideShare, SpiderScribe, Voxopop, and Voicethread. It discusses the definition, uses, characteristics, advantages, and disadvantages of each tool. Requirements including computer, internet access, and specific software are outlined. The document concludes that these free online tools can enhance collaboration, information sharing, and improve teaching and learning.
The document discusses emerging technologies that can be used in ESL teaching, including web 2.0 tools like blogs, wikis, and podcasts. It provides examples of how to integrate these technologies into the classroom to engage students, promote collaboration, and assess writing. The author shares his experience successfully using web 2.0 at Universidad del Este in Puerto Rico, which increased English course retention rates from 64% to over 90%.
This document provides an introduction to developing and delivering online and hybrid courses using the Moodle learning management system. It describes the basic components of a Moodle course including the shell, profile, administration block, settings, blocks, content tools, communication tools, and tips for good course design. Users are provided links to Moodle documentation for further information on specific tools and features. The document demonstrates how to set up a Moodle course and utilize its various functions.
This document discusses professional learning communities (PLCs) and personal learning networks (PLNs). It states that PLCs are groups that people belong to for their work, while PLNs are groups people belong to for lifelong learning. PLNs are made up of individuals' connections and contacts around the world that they use to collaboratively share and exchange knowledge. Members of PLCs bring their PLNs with them, and learning teams within PLCs benefit from networking through PLNs. Together, PLNs and learning teams make up the foundation of effective PLCs by promoting sharing of collective knowledge.
This document provides an introduction to using computers in education. It discusses how learners have evolved with different generations and the key transformations in technology from analog to digital and isolated to connected. It introduces the concepts of personal learning environments which are learner-centric and allow students to access information from various sources through browser-based tools. The goals are discussed as creating responsive open learning environments to support self-regulated learning.
The document discusses opportunities and challenges that MOOCs present for libraries. It begins with an introduction to MOOCs, describing their emergence in 2011 and growth since then. It then outlines various types of MOOCs and reasons why people participate in them, including for professional development, accessible education, and career exploration. The document notes opportunities for libraries to shape higher education conversations and support students participating in MOOCs by providing resources and internet access. However, it also discusses challenges like copyright risks and establishing grounds for network access when working with open online courses. Overall, the document examines how MOOCs could align with library missions to promote lifelong learning.
This document summarizes a presentation about Massive Open Online Courses (MOOCs). It discusses the origins and evolution of MOOCs, including early examples from 2008. It also outlines different types of MOOC platforms and tools that can be used to create interactive course content and evaluations. The document provides examples of open educational resources and the open sourcing of MOOC software.
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Ilona Buchem
Presentation at the European Conference on Social Media 2017, Vilnius, Lithuania, http://www.academic-conferences.org/conferences/ecsm - BeuthBonus Pilot at Beuth University of Applied Sciences as part of the Erasmus+ Open Badge Network Project http://openbadgenetwork.com/
The document discusses using social media tools and Web 2.0 technologies to engage students in learning. It introduces concepts like the changing nature of students from Generation X and Y and how they access and share information online. Various social media tools are described that can be used for teaching and learning, including social networking, bookmarking, blogging, media sharing, and wikis. The document advocates integrating these tools to make education more relevant and encourage collaboration, communication, and user-generated content.
The document discusses using web2 applications to facilitate distance education. Web2 allows for increased interactivity as it enables many people to publish and share information in different formats. This matches well with the key features of distance education, such as interaction between students and instructors regardless of location or time. Some examples of web2 applications that could be used include social networks, wikis, podcasts, and polling tools to engage students and encourage collaboration and sharing of information. Research discussed found that web2-enabled learning will be more learner-driven, mobile, social, and lead to new forms of certification. A personalized teaching system based on web2 was also proposed.
Este documento contiene la evaluación final y autoevaluación de una alumna sobre su asignatura de Tecnologías de la Información y Comunicación para la Educación. Resume sus opiniones sobre varios elementos del curso como el contenido, las fuentes de información, las exposiciones del profesor y los trabajos grupales. La alumna expresa que aunque el contenido fue excesivo para el tiempo disponible, las prácticas y trabajos fueron enriquecedores. También destaca los beneficios positivos que las TIC pueden aportar al a
Blended learning combines various learning strategies and delivery methods, including classroom training, computer-based training with CD-ROMs, and web-based training that can be either on-demand or scheduled with an instructor and other students. Common technologies that can be used for blended learning include email, Microsoft Office programs, web surfing, social networking, YouTube videos, blogs, and website creation. Wikis are an effective tool that allow for easy website and content creation with interactive availability for students. When creating blended learning, it is important to give students clear and engaging activities while utilizing embedding, audio editing, analytics, and email updates.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
The document discusses the use of blogs for teaching and learning. It introduces blogs as a tool of Web 2.0 that allows for knowledge sharing and collaboration. Blogs can support student reflection, knowledge building, and monitoring of the learning process. The document provides tips for educators on getting started with blogs and integrating them into the classroom, such as starting small and seeking help from other educators.
The document discusses incorporating user-generated content into classroom lessons. It reviews technologies like wikis, blogs, photo sharing, and video that allow students to contribute online. Wikis allow collaborative writing and sharing of information. Blogs enable students to publish online and comment on each other's work. Photo sharing sites allow students to upload, tag, and edit images. Videos on sites like TeacherTube can be used for educational purposes. The goal is to explore how these "2.0 technologies" can enhance learning through student contributions.
This document provides an overview of resources for creating an online educational community using Edmodo. It discusses setting up accounts on Edmodo for teachers and students, features of Edmodo like groups, calendar, file sharing, and microblogging. It also provides guidance on how to introduce Edmodo to students and parents, including sharing the purpose and acceptable use policies. Specific ideas are given for using Edmodo in classes for social studies, science, literature and other subjects.
Blogs, wikis, and podcasts can be used in higher education to facilitate collaboration, knowledge sharing, and reflective activities. They allow for flexible participation and communication. However, challenges include ensuring quality contributions, assessing individual work, addressing intellectual property issues, maintaining control of content, and developing necessary technical skills.
Abdul Wahab has completed the Cisco Networking Academy Get Connected course through the Virtual University of Pakistan, demonstrating abilities such as identifying computer components, understanding file systems and networks, using social media and email, and troubleshooting basic hardware and software issues. The certificate was issued on March 5th, 2020 and signed by his instructor Naheed Shakeel.
This document discusses open badges, which are digital credentials that recognize skills and achievements. Open badges contain metadata that link to evidence of qualifications and can be earned through both formal and informal learning. They are designed to provide flexible recognition of skills across different contexts and platforms. The document outlines the history and standards of open badges, how they are used in areas like education, employment and online courses, and the technical infrastructure that supports open badges systems.
This document provides an overview of various Web 2.0 tools that can be used for language learning including SlideShare, SpiderScribe, Voxopop, and Voicethread. It discusses the definition, uses, characteristics, advantages, and disadvantages of each tool. Requirements including computer, internet access, and specific software are outlined. The document concludes that these free online tools can enhance collaboration, information sharing, and improve teaching and learning.
The document discusses emerging technologies that can be used in ESL teaching, including web 2.0 tools like blogs, wikis, and podcasts. It provides examples of how to integrate these technologies into the classroom to engage students, promote collaboration, and assess writing. The author shares his experience successfully using web 2.0 at Universidad del Este in Puerto Rico, which increased English course retention rates from 64% to over 90%.
This document provides an introduction to developing and delivering online and hybrid courses using the Moodle learning management system. It describes the basic components of a Moodle course including the shell, profile, administration block, settings, blocks, content tools, communication tools, and tips for good course design. Users are provided links to Moodle documentation for further information on specific tools and features. The document demonstrates how to set up a Moodle course and utilize its various functions.
This document discusses professional learning communities (PLCs) and personal learning networks (PLNs). It states that PLCs are groups that people belong to for their work, while PLNs are groups people belong to for lifelong learning. PLNs are made up of individuals' connections and contacts around the world that they use to collaboratively share and exchange knowledge. Members of PLCs bring their PLNs with them, and learning teams within PLCs benefit from networking through PLNs. Together, PLNs and learning teams make up the foundation of effective PLCs by promoting sharing of collective knowledge.
This document provides an introduction to using computers in education. It discusses how learners have evolved with different generations and the key transformations in technology from analog to digital and isolated to connected. It introduces the concepts of personal learning environments which are learner-centric and allow students to access information from various sources through browser-based tools. The goals are discussed as creating responsive open learning environments to support self-regulated learning.
The document discusses opportunities and challenges that MOOCs present for libraries. It begins with an introduction to MOOCs, describing their emergence in 2011 and growth since then. It then outlines various types of MOOCs and reasons why people participate in them, including for professional development, accessible education, and career exploration. The document notes opportunities for libraries to shape higher education conversations and support students participating in MOOCs by providing resources and internet access. However, it also discusses challenges like copyright risks and establishing grounds for network access when working with open online courses. Overall, the document examines how MOOCs could align with library missions to promote lifelong learning.
This document summarizes a presentation about Massive Open Online Courses (MOOCs). It discusses the origins and evolution of MOOCs, including early examples from 2008. It also outlines different types of MOOC platforms and tools that can be used to create interactive course content and evaluations. The document provides examples of open educational resources and the open sourcing of MOOC software.
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Ilona Buchem
Presentation at the European Conference on Social Media 2017, Vilnius, Lithuania, http://www.academic-conferences.org/conferences/ecsm - BeuthBonus Pilot at Beuth University of Applied Sciences as part of the Erasmus+ Open Badge Network Project http://openbadgenetwork.com/
The document discusses using social media tools and Web 2.0 technologies to engage students in learning. It introduces concepts like the changing nature of students from Generation X and Y and how they access and share information online. Various social media tools are described that can be used for teaching and learning, including social networking, bookmarking, blogging, media sharing, and wikis. The document advocates integrating these tools to make education more relevant and encourage collaboration, communication, and user-generated content.
The document discusses using web2 applications to facilitate distance education. Web2 allows for increased interactivity as it enables many people to publish and share information in different formats. This matches well with the key features of distance education, such as interaction between students and instructors regardless of location or time. Some examples of web2 applications that could be used include social networks, wikis, podcasts, and polling tools to engage students and encourage collaboration and sharing of information. Research discussed found that web2-enabled learning will be more learner-driven, mobile, social, and lead to new forms of certification. A personalized teaching system based on web2 was also proposed.
Este documento contiene la evaluación final y autoevaluación de una alumna sobre su asignatura de Tecnologías de la Información y Comunicación para la Educación. Resume sus opiniones sobre varios elementos del curso como el contenido, las fuentes de información, las exposiciones del profesor y los trabajos grupales. La alumna expresa que aunque el contenido fue excesivo para el tiempo disponible, las prácticas y trabajos fueron enriquecedores. También destaca los beneficios positivos que las TIC pueden aportar al a
Este documento describe la organización de los espacios, tiempos y materiales en la educación primaria. Explica que los espacios deben ser adaptables, flexibles, variados y polivalentes. También detalla los diferentes tipos de espacios interiores y exteriores, así como criterios para la distribución de los espacios y el tiempo. Además, proporciona un ejemplo de horario y describe los diferentes agrupamientos, materiales y la importancia de evaluar periódicamente la organización de los espacios, tiempos y materiales.
Patotos S.A.S. es una empresa colombiana dedicada al diseño, fabricación, distribución y comercialización de babuchas, pijameros, peluches y cojines. Su misión es garantizar exclusividad y variedad en sus productos. Su visión es ser líder en comercialización a nivel nacional para 2015. Sus objetivos son satisfacer las necesidades de los clientes con productos innovadores y de calidad y ofrecer estilos nuevos mediante publicidad.
Evaluo german rodriguez a la doc luz stella gutierrez matriz de valoracion pi...germanshare
Este documento presenta la matriz de valoración del portafolio interactivo digital y planificador de proyecto de Germán Rodríguez y Luz Stella Gutiérrez para su diplomado en formación docente con TIC. El proyecto busca mejorar los procesos escriturales de estudiantes de sexto grado a través de la integración de TIC. La matriz evalúa aspectos como la estructura del portafolio digital, las evidencias publicadas, la formulación del proyecto, la planificación curricular, las estrategias pedagógic
Tutorial google maps (Capacitación Juan 23)flormarfia
Para insertar Google Maps en una página web, se debe ingresar a maps.google.com.ar, copiar el código de la ubicación deseada y pegarlo en el sitio web.
El documento resume los hechos ocurridos en San Juan, Argentina entre julio y diciembre de 2001. En julio comenzaron los problemas para pagar sueldos estatales y proveedores, llevando a protestas sindicales. En diciembre se produjeron marchas masivas pidiendo comida frente a supermercados, con enfrentamientos entre manifestantes y policía. El gobierno distribuyó mercadería pero no fue suficiente, y hubo intentos de saqueos. Los cacerolazos se hicieron masivos exigiendo cambios luego de la
Este documento resume diferentes servicios web 2.0 como blogs, wikis, marcadores sociales y RSS, y explica brevemente sus características y utilidades. También menciona algunos ejemplos de servicios de video y fotos compartidos y cómo estos servicios pueden usarse para compartir intereses o encontrar información necesaria.
El documento propone la realización de un Congreso Comunal por un Proyecto Educativo en Ancud, Chile. Los objetivos son generar un nuevo proyecto de educación pública a nivel nacional a través de la articulación de distintas organizaciones, y promover el debate sobre la educación a nivel local. El plan de trabajo incluye presentar la propuesta a la asamblea comunal, formular el diseño del congreso, realizar reuniones técnicas, un foro social, y finalmente la ejecución del congreso con diferentes actividades de discusión
Este documento describe varios tipos de errores comunes que pueden ocurrir en computadoras, incluyendo errores de usuario, cuentas de usuario, contraseñas, inicio de sesión, conexión de red, direccionamiento, compartir recursos, acceso a otros PCs, y problemas de hardware como memorias, discos duros, impresoras y unidades de disco. Se proporcionan ejemplos específicos de mensajes de error y síntomas que pueden ocurrir.
ELA SI Pathways to the CCSS 2012 (6-20)dgoodman_1958
This document discusses a workshop to help participants build their understanding of the Common Core Reading Anchor Standards. It involves reading and analyzing a short story called "What Can a Small Bird Be?" to demonstrate how the standards relate to making meaning from text, analyzing craft and structure, and integrating knowledge across sources. Participants are guided through activities focusing on different standard clusters and asked to reflect on new insights about how the standards support shifts in reading instruction.
El documento describe un método de seis pasos para tomar decisiones responsables. El método incluye definir el problema, buscar alternativas, analizar las alternativas considerando ventajas y desventajas, seleccionar la mejor alternativa, aplicar la decisión, y evaluar los resultados. El objetivo es aprender del proceso de toma de decisiones.
Este documento describe varias herramientas web 2.0 como Google, Zoho, SlideShare, Blogger, WordPress, Wikis, WetPaint, marcadores sociales, agregadores, Google Reader, Bloglines, Blip.tv, YouTube, Picasa y Flickr, explicando brevemente para qué sirve cada una.
The document discusses several methods for protecting coastal properties from erosion including beach renourishment, installing groynes or a seawall, constructing an offshore breakwater, or purchasing the threatened properties.
The document provides information about sponsors of the SharePoint Saturday Baltimore 2013 event. It introduces several companies that offer SharePoint consulting, development, and integration services including Liquid Mercury Solutions, Planet Technologies, RDA, Discover Technologies, DocPoint Solutions, K2, Portal Solutions, and KWizCom. Each company is described in one or two sentences highlighting their services and expertise with Microsoft technologies like SharePoint.
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
The document discusses preparing school libraries for future challenges and opportunities presented by new technologies. It examines key issues like the increasing use of ICT and information literacy. It then explores specific technologies like blogs, wikis, RSS, social networking, tagging and more. The document provides tips on how libraries can enhance their role by experimenting with and integrating these technologies. It also discusses strategies for convincing school leadership of the importance of adapting to changing technologies and student needs.
Web 2.0 represents a shift from static web pages to a more dynamic web where users can interact and collaborate to create and share information. Key aspects of Web 2.0 include user-generated content through blogs and wikis, rich internet applications using techniques like AJAX, folksonomies using social tagging, and syndication of content through RSS and APIs. E-learning has also evolved from a focus on delivering content to learners to E-learning 2.0 which emphasizes users as co-developers of content and treats the learning platform as a space for collaboration and participation rather than just consumption of information.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
This document discusses various social software tools that can be used in education, including their definitions and potential educational applications. It covers RSS/Atom feeds, social bookmarking, blogging, wikis, photo sharing, video sharing, podcasting, and some tools developed at Kaunas University of Technology. Some key ideas discussed are using these tools for collaboration, sharing resources, conducting research, and enhancing classroom learning.
The document summarizes the use of various Web 2.0 technologies for online classroom learning, including wikis, blogs, social networks, podcasting, video sharing, and more. Specific classroom assignments using these tools are described, such as having students collaboratively write a job posting using a wiki or creating individual social networking sites. Both benefits and drawbacks of each tool are outlined from a classroom perspective.
This document provides guidance and assignments for a unit focused on designing learning activities at higher cognitive levels of applying and analyzing. It outlines objectives like developing guided learning activities using backward design and differentiating digital tools. Key aspects covered include the importance of higher-level learning given new technologies, Bloom's taxonomy levels included (applying, playing, uploading/sharing, editing, analyzing, mashing, linking, reverse engineering, screencasting), ensuring online safety and security, and assignments like developing learning targets and a student code of conduct for online activities.
SOL*R is a service for sharing learning resources between BC post-secondary institutions. It allows educators to find, reuse and remix content that was funded through the Online Program Development Fund and can be accessed under open licenses. SOL*R addresses challenges around resource formats, levels of reuse and sustainability by providing cataloging, versioning and tracking of content use. It also aims to enable federation with other repositories and integration with authoring tools.
Web 2.0 Tools and their Educationsl ApplicationsAlaa Sadik
The document discusses Web 2.0 tools and their potential educational applications. It defines Web 2.0 as the transition from isolated websites to interconnected platforms that act like software. Some key Web 2.0 tools mentioned include wikis, blogs, RSS feeds, social bookmarking sites like Delicious, and social networks. The document argues that these tools allow for more interactive and collaborative knowledge building compared to traditional Web 1.0, and provide ways for students to share resources, work on group projects, and publish content.
This document provides an overview of various Web 2.0 tools and how they can help teachers be better educators in the 21st century. It discusses tools for blogging, wikis, social bookmarking, photos, drawings, presentations, and more. Survey data is presented showing students want schools to better prepare them with technology skills and that many tools they use outside of school are being restricted inside school.
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
This document provides an introduction and overview of blogs, wikis, and podcasts. It discusses what each technology is, how to set them up, examples of their use, and things to consider regarding legal and privacy implications. Blogs allow individuals to publish content over time. Wikis allow collaborative editing of content in simple markup language. Podcasts involve distributing audio and video files through subscription feeds for playback on mobile devices.
The document introduces an e-learning system that utilizes modern web technologies and user participation to enhance the learning experience. The system emphasizes social learning through collaborative tools like wikis, forums, blogs and a database for sharing content. It aims to move beyond traditional e-learning that focused on delivering instructional materials by encouraging learners to both consume and create knowledge through participation and interaction.
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
This document summarizes a webinar about open educational resource (OER) authoring and delivery platforms. It introduced Courseload, a platform for delivering OER and other course materials, Pressbooks for authoring OER textbooks, and Open Assembly for providing modularized OER collections and collaborative learning communities. The webinar discussed how these platforms help address faculty and student needs around OER use and highlighted upcoming pilots and studies to evaluate platform efficacy.
This document defines and describes Web 2.0. It notes that Web 2.0 allows users to interact and collaborate by generating and sharing user-created content. It lists key characteristics like allowing users to do more than just retrieve information and exercise control over user-generated data. Technologies that power Web 2.0 like Ajax and JavaScript are discussed. Concepts such as search, links, tags, and signals are also outlined along with common Web 2.0 uses like social networking, blogging, and tagging. The document concludes that Web 2.0 can engage students by providing better feedback compared to traditional classrooms.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. IMS Common Cartridge Advanced Features ~ Publishing Digital Educational Content in the Web 2.0 Era ~ Warwick Bailey, Director Icodeon Ltd Cambridge, UK http://ccplatform.blogspot.com
3. St Johns Innovation Centre Cambridge, UK http://www.icodeon.com Introducing Icodeon – a UK Software Business Warwick Bailey, Director Icodeon Ltd Cambridge, UK
4. Typical Icodeon Customer: Fronter Learning Management System LMS/VLE Fronter LMS launches Icodeon SCORM Player
5. Corporate Training, K12 and Higher Education sectors Icodeon SCORM Player – more than 30 International Deployments Several deployments > ¼ million users Several deployments > 10K SCORM courses > 5 years SCORM Help Desk/Support
6. Best Practice Network – for Technical Standards including SCORM and IMS CC ASPECT Project
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10. UK Open University “Open Learn” website… … 600 courses can be downloaded as a Common Cartridge .zip file …
11. … and imported into learning systems … Icodeon Common Cartridge Explorer Application
18. Digital Content and Education Will Richardson “Evangelist” for Web 2.0 tools in Education Andrew Keen Internet Entrepreneur
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21. Social & Personal Learning Experiences Authoritative & Published Learning Materials from Experts Teaching Styles Range Across this Spectrum of Opinion
22. Common Cartridge Content is Published Content Will Richardson Personalised, social learning. Creating content. Andrew Keen Learning from experts and authorities. Consuming content.
23. Using Common Cartridge Content in Web 2.0 Contexts ? Web 2.0 Web is the Read/Write Web Web 1.0 Web is a publishing medium ? ? ?
24. Icodeon Common Cartridge Platform allows authoritative published content to be “re-mixed” and “blended” with social learning environments
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27. … Icodeon Common Cartridge Explorer application can “ share ” each resource in the cartridge… www.facebook.com Sharing content …
28. …authoritative published content from the Open University “re-mixed” with an activity stream and social graph … www.facebook.com Common Cartridge Content: Integrated Into Social Network Example
29. … Icodeon Common Cartridge Explorer application can “ share ” assessments and questions into different web environments… www.blogger.com Sharing assessments and questions …
30. Common Cartridge Assessment: Integrated Into Blog Example Instructor can “compose” a learning environment from selected cartridge resources into blog, wiki, website… www.blogger.com
31. … Icodeon Common Cartridge Explorer application can “ share ” one discussion into multiple different web environments… www.orkut.com www.myspace.com Sharing discussion topics …
32. … all discussions on all social networks are stored on the Icodeon Common Cartridge Platform – and can be printed out for classroom use… Common Cartridge Discussion: Integrated Into Multiple Social Networks Example
33. Implementations of IMS Common Cartridge Most implementations of IMS Common Cartridge are Learning Management Systems web applications : Icodeon implementation of IMS Common Cartridge is a RESTful web services platform: XML JSON XHTML PNG Common Cartridge content shared into many different web applications Common Cartridge content shared into one web applications
34. ? QTI Assessment integrated and “mashed-up” into a blog – but what is the identity of the person taking the assessment?
35. Learner Identity in Many Different Web Environments ? Learning style and learning context influence identity requirements… XML JSON XHTML PNG Platform content can be surfaced in many different web environments... Identity is important Summative learning 3 Relationships within the group are important Group and collaborative learning 2 Identity is not important Formative learning 1 Identity Requirements Learning Style
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Editor's Notes
The Icodeon SCORM Player is now integrated into e-learning systems around the world in the Corporate training, school and university sectors. We are also finding that SCORM use is increasing – which tells us something about adoption lifecycles given that SCORM is now 10 years old.