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The document discusses the benefits of using Web 2.0 tools in education. It notes that knowledge is more important than facts, engaged students learn more, learning how to learn is key, and involving students in learning improves test scores. The document lists several Web 2.0 tools for communication, collaboration, organizing information, and alternative assessments that provide value, engage students, and don't take too much time to set up.
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Vikki Liogier, head of digital literacy voice and innovation, Epping Forest College
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1. Websites, educational CDs, and learning modules are important tools for online learning. Websites allow educational institutions to provide information to current and prospective students. Educational CDs allow students to interact with course content at their own pace. Learning modules package educational content in a logical sequence and allow instructors to structure required materials. These tools enhance learning by making information more accessible and interactive.
Web2-TechCon08
This document discusses how Web 2.0 tools can impact learning and the capacity to learn. It provides examples of various Web 2.0 tools like wikis, blogs, podcasts, and social networking sites that can encourage student engagement and collaboration. Research is cited showing students' prolific use of these tools outside the classroom and benefits of using them like taking more control of learning, expressing ideas in new ways, and facilitating collaborative work. The document advocates selecting tools based on instructional needs and ease of use to make learning independent of time and place.
WebQuest PowerPoint
The document discusses the benefits and risks of using WebQuests and the internet in the classroom. It outlines how WebQuests engage students in meaningful research projects while teaching proper internet usage. However, it also notes risks like inappropriate content, cyberbullying, and online predators that teachers must be aware of and have policies to address. The document provides guidance on creating effective WebQuests and maintaining a safe learning environment online.
What makes a successful online learner?
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
Presentation The New School Amsterdam 26-11-2015
This document discusses trends in education and proposes new models for learning. Technological advancement is accelerating exponentially. The lifespan of businesses and curricula is decreasing while new skills are required. Current education may not adequately prepare students for an uncertain future. New forms of learning are needed that are lifelong, personalized, and focus on skills like collaboration. The document envisions a future with more adaptive schools that integrate new technologies, learn by doing, and empower students as co-creators of their education.
Teaching in Blended and Online Learning Environments
The document discusses blended and online learning environments. It provides an overview of Tennessee's e 4 TN program, which offers online courses for teachers to develop. Blended learning combines online and face-to-face instruction, allowing flexibility while engaging students. Effective blended learning meets unique student needs through the use of online and digital tools, resources, and curricula. The document also discusses best practices for teaching online, including using graphics, videos, links and interactive tools to engage 21st century students.
Web 1.2.3.0
This document discusses the need to update school curriculum for the 21st century. It notes how the skills students need have changed from recall and following directions to skills like problem-solving, collaboration, and reflecting on how to learn. New technologies like blogs, wikis and social media have also changed how students live and learn. The document argues schools must transform by emphasizing skills like critical thinking, creativity, communication and using technologies to engage students in active learning.
Transforming K-12 through Blended Learning
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
SITE Web 2.0 Presentation
This document provides an overview of Web 2.0 technologies and their use in education based on a case study conducted from 2007-2009. It discusses how initial student comfort levels with blogging, wikis, and social networking slowly increased over the course of semesters. Student reflections indicated that while unfamiliar with technologies like wikis at first, they found value in learning about tools like RSS feeds and using technologies like Google Docs for collaborative work.
Final project 6-21-10
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
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Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Economic Risk Factor Update: June 2024 [SlideShare]
May’s reports showed signs of continued economic growth, said Sam Millette, director, fixed income, in his latest Economic Risk Factor Update.
For more market updates, subscribe to The Independent Market Observer at https://blog.commonwealth.com/independent-market-observer.
The Impact of GST Payments on Loan Approvals
Understanding how timely GST payments influence a lender's decision to approve loans, this topic explores the correlation between GST compliance and creditworthiness. It highlights how consistent GST payments can enhance a business's financial credibility, potentially leading to higher chances of loan approval.
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★伯明翰大学伯明翰大学硕士毕业证成绩单毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
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【★真实教育部认证，教育部存档，教育部留服网站可查】
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我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助伯明翰大学同学朋友
你做代理，可以拯救伯明翰大学失足青年
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你做代理，可以改变自己，改变他人，给他人和自己一个机会大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满了一地的大石块摘走二三只爷爷是断然发现不了的即便发现爷爷也不恼反而教山娃辨认孰熟孰嫩孰甜孰淡名义上是护瓜往往在瓜棚里坐上一刻饱吃一顿后山娃就领着阿黑漫山遍野地跑阿黑是一条黑色的大猎狗挺机灵的是山娃多年的忠实伙伴平时山娃上学阿黑也摇头晃脑地跟去暑假用不着上学阿钩
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Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
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Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
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"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.Recently uploaded (20)
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Web 20
- 1. Web 2.0 Collegiate School Professional Development November 26, 2007
- 2. What is Web 2.0 http://web20ineducation.wikispaces.com/Intro