PLENK2010: Archive uk.businessinsider Tecnologia Educacional Reportagem na revista Negócios & Empreendimentos Saiu na edição 26 da revista Negócios & Empreendimentos, publicada pela Editora Supernova, uma reportagem com a Delinea sobre Educação a Distância. A matéria está disponível na área de Imprensa do site da Delinea (www.delinea.com.br/sobre-a-delinea/imprensa). Leitura: Polo Tecnológico de Florianópolis: origem e desenvolvimento Produzido em estilo jornalístico e com linguagem acessível ao grande público, o projeto editorial foi pesquisado de 2006 a 2009, reunindo conteúdos inéditos e atualizações sobre o Polo industrial de alta tecnologia que teve origem formal em 1986, mas cujos antecedentes remontam ao começo do século XX: com a criação da Escola de Aprendizes Artífices, […] Reportagem na revista Negócios & Empreendimentos Saiu na edição 24 da revista Negócios & Empreendimentos, publicada pela Editora Supernova, uma reportagem com a Delinea no caderno especial sobre software. 19º CIAED, Congresso Internacional ABED de Educação a Distância
Connectivism & Connective Knowledge » Connectivism and Connective Knowledge 2009 George Siemens on Jul 5th 2009 Given the interest in the Connectivism and Connective Knowledge course Stephen and I delivered in 2008, we’re pleased to announce an open version of the same course for fall of this year. You can register to receive course information here . The course will be delivered in the same method as last year: content and conversations will be open. Learners that would like formal credit as part of the Certificate in Emerging Technologies for Learning can enroll through University of Manitoba’s Extended Education Faculty. The course will begin on September 14, 2009. If you were registered for The Daily last year, you will need to register again (the archives from last year are still available, but we are starting with a new subscriber base). What will we be doing differently this year? We will again open up the course so participants can take the course in any direction/space/mode that they find useful. Two areas of interest personally: Leave a Reply
Vol 12 No 2. The TangibleK Robotics Program: Applied Computational Thinking for Young Children Share View in Chinese (PDF)Mirar esta página en españolHomeJournal ContentsIssue ContentsVolume 12 Number 2©The Author(s) 2010 The TangibleK Robotics Program: Applied Computational Thinking for Young Children Marina U. Bers Tufts University This article describes the TangibleK robotics program for young children. We are surrounded by technology. Robots and Robotics Please help us keep ECRP free to readers around the world by making a financial contribution to the journal. Robots are no longer science fiction creatures; they can be found in many places. The discipline of robotics provides opportunities for young children to learn about mechanics, sensors, motors, programming, and the digital domain. In the DevTech research lab at Tufts University, with funding from the National Science Foundation, we are focusing on developing robotic kits that are developmentally appropriate for use in early childhood education (Horn, Crouser, & Bers, in press). Program Goals and Research Questions
Wikiedtech.haifa.ac.il Connectivism and its Critics: What Connectivism Is Not Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - transfer occurs through a process of connecting
Welcome to CCK11 ~ CCK11 Google's Made with Code program aims to get girls into computer science Diana Navarro loves to code, and she's not afraid to admit it. But the 18-year-old Rutgers University computer science major knows she's an anomaly: Writing software to run computer programs in 2014 is - more than ever - a man's world. "We live in a culture where we're dissuaded to do things that are technical," Navarro said. Less than one percent of high school girls think of computer science as part of their future, even though it's one of the fastest-growing fields in the U.S. today with a projected 4.2 million jobs by 2020, according to the federal Bureau of Labor Statistics. This week Google, with a driverless car and Web-surfing eyeglasses under its belt, has given The Associated Press an early look at how it's trying to change the gender disparity in its own workforce, and in the pipeline of potential workers, by launching a campaign Thursday called "Made with Code." A website features female role-model techies who write software to design cool fabrics or choreograph dances.
PLENK 2010 - The Most Awesome Course on Planet Earth! Over the next nine (9) weeks this post will be continuously littered with my reflections as I learn week-by-week (One mega post, instead of 9-10 small ones! Between 4000-6000 words for sure!), but for now I am too busy engrossed learning and making noise beyond this blog. But, before scanning my reflections, here are the most juicy collaborative reflections of PLENK2010. Actually, due to time differences and sleepiness I have missed all the live sessions, but the great thing about webinars (or using tools like Elluminate) is that they can be recorded easily and archived for later viewing. WEEK 1: A TOUR OF PLEs & PLNs The first week of PLENK 2010 was an explosive and inspiring discussion flow of ideas and thoughts from the participants (and facilitators); exploring what is a Personal Learning Network (PLN), or should I say Personal Learning Environment (PLE). As the discussion raged on, I discovered that PLN originated from USA, and PLE originated from Europe (somewhere!) Whatever!
PLN In a recent post to Dave's Educational Blog, Dave Cormier made a number of comments about MOOCs (massively open online courses) in general, #PLENK2010 in particular, and personal learning networks/environments. Most of what he had to say was, as usual, quite insightful and very much in line with the way I tend to think about these issues, but he expressed a rather forceful caveat about the phrase personal learning environment (PLE). In short, he does not like its potential emphasis on the personal, or individual learner distinct from the group. It is easy to see the transition to PLE as the ‘rebel yell’ of education. I appreciate his concern that the debate around this phrase "can easily move the focus to THE LEARNER and not THE LEARNERS' and his conviction that "we don't learn much alone," though I worry that he overstates his case. If I understand Dave correctly, then he is arguing against the tendency to reduce learning to the exercise of a solitary brain. Ahh, we say, right!
New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning George Siemens University of Manitoba Presented for/to: Universidade do Minho Encontro sobre Web 2.0 Braga, Portugal October 10, 2008 Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. MS Word version of this paper Subscribe to elearnspace's weekly newsletter Exciting times lie ahead for educators as the oft-desired, but rarely-realized, dream of learner-centered education moves daily closer to reality. Paul A. 1. 2. 3. Figure 1: Long timeline of slow change.
IT Schools in Ohio | ITCareerPaths.com Ohio has had one of most diverse economies for a Great Lakes Region state. The state, historically, has had strong manufacturing and industry, but the state has seen recent growth in information technology and telecommunications.The TechAmerica Foundation Cyberstates report found that 39 out of every 1,000 private-sector jobs were provided by high-tech firms. Overall, Ohio’s tech workers’ average salary of $68,600 ranked 33rd in the nation. 33rd may not seem to be something to be proud about, but that salary is nearly three-quarters higher than the average private-sector salary in Ohio. • Certificates: Information Security, Information Systems Management, Wireless Communications • Master's: Master's-Information Systems Management, Master's-Network and Communications Management • Accreditation: HLC - NCACS • Associates: Information Technology • Bachelor's: Computer Forensics, Network Management, Systems Security • Accreditation: ACICS Top employers in Ohio for information technology include:
Massive open online course Poster, entitled "MOOC, every letter is negotiable," exploring the meaning of the words "Massive Open Online Course" A Massive Open Online Course (MOOC; /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education.[1] Although early MOOCs often emphasized open access features, such as connectivism and open licensing of content, structure, and learning goals, to promote the reuse and remixing of resources, some notable newer MOOCs use closed licenses for their course materials, while maintaining free access for students.[2][3][4] History[edit] What is a MOOC? Success in a MOOC, by Dave Cormier, December 2010 Knowledge in a MOOC, by Dave Cormier, December 2010 Precursors[edit] Early approaches[edit]