LearnHub

Well… our service Nuvvo.com, that preceeded LearnHub, hosted thousands of courses of all kinds. It had regular users from a hundred countries (some of which helped translate the interface into 6 languages).

We saw particular success with our higher education users… had a few universities use it extensively.

I’ve started up an internet radio show called “Teaching For A Living, Not Just a Paycheck” that will be interviewing people who are doing online learning directly with global learners using all kinds of free or very cheap Web2 tools. New shows will be posted to my website soon at www.mawstoolbox.com. Until then, you can access the premiere show on my profile page at We Are Teachers: http://www.weareteachers.com/web/mawstools/home

You might find it interesting.

One my professor uses a different technology and approach every semester for teaching.

• blackboard
• wordpress
• yahoo calendar
• doku wiki
• google notes and web-site
• centra

and then the assortment of micro apps.

As a student I honestly have not liked many of these tools and I think it mostly has to do with how they’ve been used.

Currently I’m trying to teach mac users in a facebook group which appears effective somewhat.

@nelliemuller

1. Yes, my specific career interest is on-line learning tools. I had went out and did informal case studies with teachers on how they use the software.

2. The tools aren’t effective because they aren’t well designed for the pratical learning in a college environment. I am building a learning tool to solve this called Teacher’s Seat.

3. I would prefer my teachers to actively use them and do the best they can within the limitations of the chosen software.

4. I don’t know what that is. Would you give me a real world example?

For effective on-learning, its the tool and the user attitude.

Using Web 2.0 is at the core of the discussions on my blog (http://caferhetorica.edublogs.org). This semester, I’m teaching a research and argument writing class and I’ve been using Diigo.com to allow my students to collaborate on their research. In the next weeks, I’ll be linking the students by topic to specific discussion pages on our course blog. It’s going to be a new experience for me since I’m teaching both online and face to face and I’m wanting the classes to all collaborate and talk about their writing processes within their major projects this semester.

I live in Bolivia (with all the implications of limited bandwidth and difficulty to accessing computers that you can imagine). I work for a University here (in the field of social development). I have introduced the use of Google Sites as soon as it was launched and have two sites now running for different projects.

The next project that we are now discussing is creating a site for a specific field of study (computer science, unsurprisingly) turning it into a learning center and centralized virtual resources repository that students and teachers can contribute to.

The selling points for Google Sites specifically are: It is fairly simple to teach and learn how to use, It doesn’t demand setting up any sort of server (though it does demand a domain to work with) It is very accessible from anywhere on the net (much so than other content) making it an efficient use of the restrained bandwidth we have available.

Hello, On a ralated topic…..the following is a link to our paramedic instructor blackboard site with some online podcast samples using Adobe Presenter and Elluminate:

1. Go to: http://gc.blackboard.com/

2. user name: paramedic

password: 911911

3. Select the “My blackboard” tab (if the tab is not already selected when you login)

4. Click on “Paramedic Instructors Forum”

5. Click on the “documents” tab on the left side of the screen

6. Click on the ACP Virtual Lessons folder and then just click on any one of the lessons posted

Note: When you click on any of the Elluminate Live links, it may take a minute for the Webcast to come up.

cheers

I finished my Master’s degree, last year. The best program at the state school was actually offered by a small campus on the far side of the state (around 5 1/2-6 hours away), but most of the classes were offered in an online or hybrid format. We used an older version of WebCT, which I didn’t particularly like, but it allowed all of us (scattered across the state) to have online discussions, group workspace that only the members of our research group could access, document hosting/sharing, a designated project display space, and other things that would have been extremely cumbersome both for the students and the professors, if we hadn’t used WebCT.

I’ve also had an opportunity to look at the system that University of Phoenix Online uses, and it’s got some useful tools and is more attractive and up-to-date than what we used.

I teach high school Spanish, and I’m going to require students to have online discussions on topics (giving them time to think about what they will say), before we have class discussion about the topics. I’m also going to have them create a wiki, in which they will take turns researching various historical events and major figures in the history of our country of focus (we focus on the culture of one country the first two levels, then look at Latin American culture and history in the upper levels). They have to create the initial entries, then they switch topics, verify the original information and add to it several times, so I’m incorporating editing and revision activities, picking up key writing skills in a Web 2.0 format.

There are a lot of great ideas out there that really make use of Web 2.0’s technology features to drive instruction.

1. Select the topic of your essay writing. 2. Choose the central idea, or thesis, of your essay writing. For example: Information technology has revolutionized the way we work. 3. Outline your essay into introductory, body and summary paragraphs. 4. The introductory paragraph begins with an interesting sentence. For example: Home workers have grown from 150,000 to over 12 million in the past 5 years thanks to the wonders of the computer. 5. After this first sentence, add your thesis statement from above. 6. Use one sentence to introduce every body paragraph to follow. For example: The Internet has made this possible by extending the office into the home. 7. Finish the introductory paragraph with a short summary or goal statement. For example: Technological innovation has thus made the traditional workplace obsolete. 8. In each of the body paragraphs (usually two or three) the ideas first presented in the introductory paragraph are developed. 9. Develop your body paragraphs by giving detailed information and examples. For example: When the Internet was first introduced it was used primarily by scientists, now it is common in every classroom. 10. Body paragraphs should develop the central idea and finish with a summary of that idea. There should be at least two examples or facts in each body paragraph to support the central idea. 11. The summary paragraph summarizes your essay and is often a reverse of the introductory paragrah. 12. Begin the summary paragrah by quickly restating the principal ideas of your body paragraphs. For example: The Internet in the home, benefits and ease of use of modern computer systems… 13. The penultimate sentence should restate your basic thesis of the essay. For example: We have now passed from the industrial revolution to the information revolution. 14. Your final statement can be a future prediction based on what you have shown in the essay. For example: The next step: The complete disappearance of the workplace. For more term paper writing

Create Diversifying Skills In Writing

dissertation writing help is a very enlightening experience which certainly has many of its own merits. Writing a dissertation is a lot like writing an essay. It is, by definition, a very individualistic process. There are usually no weekly or daily deadlines from supervisors, no regular discussions with classmates, no reading assignments, no one telling you what to do—you are on your own, writing something longer than you’ve ever written, and doing it without a net. This independence can make the process seem very challenging.

Dissertation writing can be done through a number of international dissertation writing styles such as APA (American Psychological Association) dissertation writing style, MLA (Modern Language Association) Dissertation writing style, or Turabian or Harvard dissertation writing style.

Writing a dissertation properly cannot be done in a single day, it requires a great amount of time and effort to write a proper dissertation. There are certain traits that a student should adopt in order to properly write dissertations these are analytical thinking and proper assimilation of information. Unlike general study methods that students acquire in order to complete a usual academic assignment, custom dissertation enables the student to start developing a set of effective research and writing techniques.

In conclusion we can say that Dissertation writing can be very challenging in terms of time management and prioritizing tasks it is a major piece of research and most often students are likely to wait for months before its actual submission. Therefore the dissertation can sometimes cause issues and problems for students who are normally good at deadline management. If a student knows that he or she has problems with working on an individual basis then they should take advice from a professional or their colleagues this would help the student in writing a dissertation in the most professional manner and submitting it in its due course of time.

Many students, after having analyzed an essay writing help , are inclined to go straight to the library and read extensively on the subject. It is only after doing this research that they feel confident enough to start thinking and planning out their answer. Such an approach can be a mistake however, with some students producing a myriad of notes and then finding themselves at a loss about how these notes can be transformed into a coherent piece of writing.

Before you read too much (or if possible, before you read anything), it is a good idea to do as much thinking and planning around the topic as you can. The benefit of this approach is that right from the start you can begin to get a sense of the shape your essay will take. It also means you can be more strategic in your reading, allowing you to search for specific reading materials rather than collecting a mass of material that may ultimately have limited relevance to your work.

A :

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.) If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following:

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
• Have I taken a position that others might challenge or oppose?If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough?
• Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”? Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s o.k. to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Create Diversifying Skills In Writing

dissertation writing help is a very enlightening experience which certainly has many of its own merits. Writing a dissertation is a lot like writing an essay. It is, by definition, a very individualistic process. There are usually no weekly or daily deadlines from supervisors, no regular discussions with classmates, no reading assignments, no one telling you what to do—you are on your own, writing something longer than you’ve ever written, and doing it without a net. This independence can make the process seem very challenging.

Dissertation writing can be done through a number of international dissertation writing styles such as APA (American Psychological Association) dissertation writing style, MLA (Modern Language Association) Dissertation writing style, or Turabian or Harvard dissertation writing style.

Writing a dissertation properly cannot be done in a single day, it requires a great amount of time and effort to write a proper dissertation. There are certain traits that a student should adopt in order to properly write dissertations these are analytical thinking and proper assimilation of information. Unlike general study methods that students acquire in order to complete a usual academic assignment, custom dissertation enables the student to start developing a set of effective research and writing techniques.

In conclusion we can say that Dissertation writing can be very challenging in terms of time management and prioritizing tasks it is a major piece of research and most often students are likely to wait for months before its actual submission. Therefore the dissertation can sometimes cause issues and problems for students who are normally good at deadline management. If a student knows that he or she has problems with working on an individual basis then they should take advice from a professional or their colleagues this would help the student in writing a dissertation in the most professional manner and submitting it in its due course of time.

Many students, after having analyzed an essay writing help , are inclined to go straight to the library and read extensively on the subject. It is only after doing this research that they feel confident enough to start thinking and planning out their answer. Such an approach can be a mistake however, with some students producing a myriad of notes and then finding themselves at a loss about how these notes can be transformed into a coherent piece of writing.

Before you read too much (or if possible, before you read anything), it is a good idea to do as much thinking and planning around the topic as you can. The benefit of this approach is that right from the start you can begin to get a sense of the shape your essay will take. It also means you can be more strategic in your reading, allowing you to search for specific reading materials rather than collecting a mass of material that may ultimately have limited relevance to your work.

A :

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.) If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following:

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
• Have I taken a position that others might challenge or oppose?If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough?
• Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”? Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s o.k. to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

As always the use of web tools is only as effective as how much thought and skill the educator has put into using them.

I think rather than using all the flash “new” web2 tools out there its best (from a teachers perspective) to get very skilled and have many different learning contexts for a few tools Check out the list of ICT “Teaching tools” at www.teachersunite.co.nz.