<rdf:RDF xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:taxo="http://purl.org/rss/1.0/modules/taxonomy/" xmlns="http://purl.org/rss/1.0/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"><channel rdf:about="http://www.bibsonomy.org/tag/learning"><title>BibSonomy bookmarks for /tag/learning</title><link>http://www.bibsonomy.org/rss/tag/learning</link><description>BibSonomy RSS Feed for /tag/learning</description><items><rdf:Seq><rdf:li rdf:resource="http://decisiontrees.net/?q=node/27"/><rdf:li rdf:resource="https://chronicle.com/article/A-Tech-Happy-Professor-Reboots/130741/"/><rdf:li rdf:resource="http://mediatedcultures.net/edparkour/a-tech-happy-professor-reboots/"/><rdf:li rdf:resource="http://e4innovation.com/?p=525"/><rdf:li rdf:resource="http://www.nottingham.ac.uk/xerte/xerte.htm"/><rdf:li rdf:resource="http://pyevolve.sourceforge.net/wordpress/?p=1589"/><rdf:li rdf:resource="http://www.codinghorror.com/blog/2006/07/separating-programming-sheep-from-non-programming-goats.html"/><rdf:li rdf:resource="http://fantasticcontraption.com/index.php"/><rdf:li rdf:resource="http://fionalerntprogrammieren.wordpress.com/"/><rdf:li rdf:resource="http://www.researchinlearningtechnology.net/index.php/rlt/index"/><rdf:li rdf:resource="http://itec.eun.org/"/><rdf:li rdf:resource="http://uk-sself.ning.com/"/><rdf:li rdf:resource="http://www.washingtonpost.com/blogs/ezra-klein/post/study-class-size-doesnt-matter/2012/01/28/gIQAaiZAYQ_blog.html"/><rdf:li rdf:resource="http://www.cathydavidson.com/2012/01/digital-literacy-an-agenda-for-the-21st-century/"/><rdf:li rdf:resource="http://docs.google.com/a/freetech4teachers.com/viewer?url=http://www.google.com/edu/pdf/Google_EDU_Report_FULL.pdf"/><rdf:li rdf:resource="http://www.freetech4teachers.com/2012/01/new-google-in-education-ebook-and.html?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29"/><rdf:li rdf:resource="http://www.google.com/edu/about.html"/><rdf:li rdf:resource="http://benwerd.com/blog/2010/03/25/saving-the-world-through-game-dynamics/"/><rdf:li rdf:resource="http://www.bath.ac.uk/learningandteaching/staff/hking.php"/><rdf:li rdf:resource="http://as.exeter.ac.uk/divisions/ee/whoweare/sueburkill/"/></rdf:Seq></items></channel><item rdf:about="http://decisiontrees.net/?q=node/27"><title>Tutorial (4): ID3 | Decision Trees &amp;amp; Data Mining</title><description></description><link>http://decisiontrees.net/?q=node/27</link><dc:creator>bsc</dc:creator><dc:date>2012-02-14T16:45:12+01:00</dc:date><dc:subject>classification decisiontree learning machine </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/classification"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/decisiontree"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/machine"/></rdf:Bag></taxo:topics></item><item rdf:about="https://chronicle.com/article/A-Tech-Happy-Professor-Reboots/130741/"><title>A Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn&amp;#039;t Working - Technology - The Chronicle of Higher Education</title><description>&amp;#034;Students can all sniff out an inauthentic place of learning,&amp;#034; the professor argues. &amp;#034;They think, If it&amp;#039;s a game, fine, I&amp;#039;ll play it for the grade, but I&amp;#039;m not going to learn anything.&amp;#034;</description><link>https://chronicle.com/article/A-Tech-Happy-Professor-Reboots/130741/</link><dc:creator>schmidt2</dc:creator><dc:date>2012-02-13T09:51:30+01:00</dc:date><dc:subject>drive higher_education learning memorable_quote motivation teaching technology </dc:subject><content:encoded>&amp;#034;Students can all sniff out an inauthentic place of learning,&amp;#034; the professor argues. &amp;#034;They think, If it&amp;#039;s a game, fine, I&amp;#039;ll play it for the grade, but I&amp;#039;m&lt;span class=&#034;info&#034;&gt;...&lt;div&gt;&amp;#034;Students can all sniff out an inauthentic place of learning,&amp;#034; the professor argues. &amp;#034;They think, If it&amp;#039;s a game, fine, I&amp;#039;ll play it for the grade, but I&amp;#039;m not going to learn anything.&amp;#034;&lt;/div&gt;&lt;/span&gt;</content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/drive"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/higher_education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/memorable_quote"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/motivation"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/teaching"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/technology"/></rdf:Bag></taxo:topics></item><item rdf:about="http://mediatedcultures.net/edparkour/a-tech-happy-professor-reboots/"><title>A Tech-Happy Professor Reboots</title><description></description><link>http://mediatedcultures.net/edparkour/a-tech-happy-professor-reboots/</link><dc:creator>georgeroberts</dc:creator><dc:date>2012-02-12T21:34:54+01:00</dc:date><dc:subject>digilit digital education higher learning literacy media pcthe social teaching </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/digilit"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/digital"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/higher"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/literacy"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/media"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/pcthe"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/social"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/teaching"/></rdf:Bag></taxo:topics></item><item rdf:about="http://e4innovation.com/?p=525"><title>e4innovation.com » Blog Archive » Masters in Learning Innovation</title><description></description><link>http://e4innovation.com/?p=525</link><dc:creator>georgeroberts</dc:creator><dc:date>2012-02-10T23:46:07+01:00</dc:date><dc:subject>education elearning higher innovation learning </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/elearning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/higher"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/innovation"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/></rdf:Bag></taxo:topics></item><item rdf:about="http://www.nottingham.ac.uk/xerte/xerte.htm"><title>Xerte - Open Source E-Learning Developer Tools</title><description></description><link>http://www.nottingham.ac.uk/xerte/xerte.htm</link><dc:creator>yish</dc:creator><dc:date>2012-02-10T18:36:10+01:00</dc:date><dc:subject>ELO LO author developer eBook editor flash learning object open opensource source xerte </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/ELO"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/LO"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/author"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/developer"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/eBook"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/editor"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/flash"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/object"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/open"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/opensource"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/source"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/xerte"/></rdf:Bag></taxo:topics></item><item rdf:about="http://pyevolve.sourceforge.net/wordpress/?p=1589"><title>Machine Learning :: Text feature extraction (tf-idf) – Part I | Pyevolve</title><description>Short introduction to Vector Space Model (VSM) In information retrieval or text mining, the term frequency - inverse document frequency also called tf-idf, is</description><link>http://pyevolve.sourceforge.net/wordpress/?p=1589</link><dc:creator>jaeschke</dc:creator><dc:date>2012-02-08T13:03:04+01:00</dc:date><dc:subject>document frequency information ir learning machine model retrieval search space term tfidf vector vsm web </dc:subject><content:encoded>Short introduction to Vector Space Model (VSM) In information retrieval or text mining, the term frequency - inverse document frequency also called tf-idf,&lt;span class=&#034;info&#034;&gt;...&lt;div&gt;Short introduction to Vector Space Model (VSM) In information retrieval or text mining, the term frequency - inverse document frequency also called tf-idf, is&lt;/div&gt;&lt;/span&gt;</content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/document"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/frequency"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/information"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/ir"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/machine"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/model"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/retrieval"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/search"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/space"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/term"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/tfidf"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/vector"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/vsm"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/web"/></rdf:Bag></taxo:topics></item><item rdf:about="http://www.codinghorror.com/blog/2006/07/separating-programming-sheep-from-non-programming-goats.html"><title>Coding Horror: Separating Programming Sheep from Non-Programming Goats</title><description>All teachers of programming find that their results display a &amp;#039;double hump&amp;#039;. It is as if there are two populations: those who can [program], and those who cannot [program], each with its own independent bell curve. Almost all research into programming teaching and learning have concentrated on teaching: change the language, change the application area, use an IDE and work on motivation. None of it works, and the double hump persists. We have a test which picks out the population that can program, before the course begins. We can pick apart the double hump. You probably don&amp;#039;t believe this, but you will after you hear the talk. We don&amp;#039;t know exactly how/why it works, but we have some good theories.</description><link>http://www.codinghorror.com/blog/2006/07/separating-programming-sheep-from-non-programming-goats.html</link><dc:creator>brightbyte</dc:creator><dc:date>2012-02-07T23:44:09+01:00</dc:date><dc:subject>coding computer learning mental model programming science </dc:subject><content:encoded>All teachers of programming find that their results display a &amp;#039;double hump&amp;#039;. It is as if there are two populations: those who can [program], and those who &lt;span class=&#034;info&#034;&gt;...&lt;div&gt;All teachers of programming find that their results display a &amp;#039;double hump&amp;#039;. It is as if there are two populations: those who can [program], and those who cannot [program], each with its own independent bell curve. Almost all research into programming teaching and learning have concentrated on teaching: change the language, change the application area, use an IDE and work on motivation. None of it works, and the double hump persists. We have a test which picks out the population that can program, before the course begins. We can pick apart the double hump. You probably don&amp;#039;t believe this, but you will after you hear the talk. We don&amp;#039;t know exactly how/why it works, but we have some good theories.&lt;/div&gt;&lt;/span&gt;</content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/coding"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/computer"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/mental"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/model"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/programming"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/science"/></rdf:Bag></taxo:topics></item><item rdf:about="http://fantasticcontraption.com/index.php"><title>Fantastic Contraption: A fun online physics puzzle game</title><description></description><link>http://fantasticcontraption.com/index.php</link><dc:creator>georgeroberts</dc:creator><dc:date>2012-02-05T17:31:16+01:00</dc:date><dc:subject>based games learning physics schools </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/based"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/games"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/physics"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/schools"/></rdf:Bag></taxo:topics></item><item rdf:about="http://fionalerntprogrammieren.wordpress.com/"><title>fiona lernt programmieren</title><description></description><link>http://fionalerntprogrammieren.wordpress.com/</link><dc:creator>brightbyte</dc:creator><dc:date>2012-02-04T18:17:57+01:00</dc:date><dc:subject>blog coding learning programming </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/blog"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/coding"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/programming"/></rdf:Bag></taxo:topics></item><item rdf:about="http://www.researchinlearningtechnology.net/index.php/rlt/index"><title>Research in Learning Technology</title><description></description><link>http://www.researchinlearningtechnology.net/index.php/rlt/index</link><dc:creator>georgeroberts</dc:creator><dc:date>2012-02-03T22:37:00+01:00</dc:date><dc:subject>education learning research technology </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/research"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/technology"/></rdf:Bag></taxo:topics></item><item rdf:about="http://itec.eun.org/"><title>Home - iTEC</title><description>iTEC (Innovative Technologies for an Engaging Classroom) is a four year, large-scale project that takes an informed look at the potential classroom of the future.

Starting in September 2010, iTEC will bring together policy makers, researchers, technology suppliers, other technology-enhanced learning experts and innovative teachers in order to design and build scalable learning and teaching scenarios for the future classroom with recognition of the realities of pace of the educational reform process. Rigorous testing of these future classroom scenarios in large-scale pilots will then be carried out in order to significantly increase the possibility that innovation can be mainstreamed and taken to scale when the project ends.

With 27 project partners, including 14 Ministries of Education (MoE), and funding from the European Commission of 9.45 million Euros, iTEC will provide a model describing how the deployment of technology in support of innovative teaching and learning activities can move beyond small scale pilots and become embedded in all Europe&amp;#039;s schools. The strategic nature of the project is underlined by the fact that the iTEC piloting in &amp;gt;1,000 classrooms in 12 countries is by some margin the largest pan-European validation of ICT in schools yet undertaken.</description><link>http://itec.eun.org/</link><dc:creator>yish</dc:creator><dc:date>2012-02-01T17:13:38+01:00</dc:date><dc:subject>EU design education itec learning project research </dc:subject><content:encoded>iTEC (Innovative Technologies for an Engaging Classroom) is a four year, large-scale project that takes an informed look at the potential classroom of the &lt;span class=&#034;info&#034;&gt;...&lt;div&gt;iTEC (Innovative Technologies for an Engaging Classroom) is a four year, large-scale project that takes an informed look at the potential classroom of the future.

Starting in September 2010, iTEC will bring together policy makers, researchers, technology suppliers, other technology-enhanced learning experts and innovative teachers in order to design and build scalable learning and teaching scenarios for the future classroom with recognition of the realities of pace of the educational reform process. Rigorous testing of these future classroom scenarios in large-scale pilots will then be carried out in order to significantly increase the possibility that innovation can be mainstreamed and taken to scale when the project ends.

With 27 project partners, including 14 Ministries of Education (MoE), and funding from the European Commission of 9.45 million Euros, iTEC will provide a model describing how the deployment of technology in support of innovative teaching and learning activities can move beyond small scale pilots and become embedded in all Europe&amp;#039;s schools. The strategic nature of the project is underlined by the fact that the iTEC piloting in &amp;gt;1,000 classrooms in 12 countries is by some margin the largest pan-European validation of ICT in schools yet undertaken.&lt;/div&gt;&lt;/span&gt;</content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/EU"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/design"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/itec"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/project"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/research"/></rdf:Bag></taxo:topics></item><item rdf:about="http://uk-sself.ning.com/"><title>TEPL - Technology-Enhanced Professional Learning</title><description></description><link>http://uk-sself.ning.com/</link><dc:creator>georgeroberts</dc:creator><dc:date>2012-01-31T07:59:20+01:00</dc:date><dc:subject>based digilit digitsl education higher learning literacy work </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/based"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/digilit"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/digitsl"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/higher"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/literacy"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/work"/></rdf:Bag></taxo:topics></item><item rdf:about="http://www.washingtonpost.com/blogs/ezra-klein/post/study-class-size-doesnt-matter/2012/01/28/gIQAaiZAYQ_blog.html"><title>Study: Class size doesn’t matter - The Washington Post</title><description></description><link>http://www.washingtonpost.com/blogs/ezra-klein/post/study-class-size-doesnt-matter/2012/01/28/gIQAaiZAYQ_blog.html</link><dc:creator>georgeroberts</dc:creator><dc:date>2012-01-30T23:13:29+01:00</dc:date><dc:subject>education higher learning quality schools teaching </dc:subject><content:encoded></content:encoded><taxo:topics><rdf:Bag><rdf:li rdf:resource="http://www.bibsonomy.org/tag/education"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/higher"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/learning"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/quality"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/schools"/><rdf:li rdf:resource="http://www.bibsonomy.org/tag/teaching"/></rdf:Bag></taxo:topics></item><item rdf:about="http://www.cathydavidson.com/2012/01/digital-literacy-an-agenda-for-the-21st-century/"><title>Now You See It // The Blog of Author Cathy N. 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