Without much surprise there has been significant movement within some of the social networks over the course of the last year. Brian Chappell from Ignite Social Media has put together a comprehensive report based on data from all major social networks existing on the web.
Let's explore how the lower cognitive cost of tagging makes it popular...From my first encounter with tagging (on systems such as del.icio.us & flickr), I could feel how easy it was to tag. But it took me a while to understand the cognitive processes at w
Let's explore how the lower cognitive cost of tagging makes it popular...From my first encounter with tagging (on systems such as del.icio.us & flickr), I could feel how easy it was to tag. But it took me a while to understand the cognitive processes at w
Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement—as well as writing and speech—are mobilized and orchestrated by teachers and students, and how this shapes learning contexts. Throughout the paper I discuss the issues raised by a multimodal perspective for the conceptualization of text and learning context, and how this approach can contribute to learning and pedagogy more generally. I suggest that attending to the full ensemble of communicative modes involved in learning contexts enables a richer view of the complex ways in which curriculum knowledge (and policy) is mediated and articulated through classroom practices.
The 451 Group is an independent technology-industry analyst company that was founded in 2000, and has offices in the US and Europe. Our research makes sense of swiftly moving trends in the industry creating information technologies (IT) used by large and midsized organizations.
This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.
AFNI (which might be an acronym for Analyis of Functional NeuroImages) is a set of C programs for processing, analyzing, and displaying functional MRI (FMRI) data - a technique for mapping human brain activity. It runs on Unix X11 Motif systems, including
AFNI (which might be an acronym for Analyis of Functional NeuroImages) is a set of C programs for processing, analyzing, and displaying functional MRI (FMRI) data - a technique for mapping human brain activity. It runs on Unix+X11+Motif systems, including
H. Reyer, und P. Sturmey. Journal of Intellectual Disability Research, 50 (6):
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