Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
Gephi is an open-source software for visualizing and analyzing large networks graphs. Gephi uses a 3D render engine to display graphs in real-time and speed up the exploration. Use Gephi to explore, analyse, spatialise, filter, cluterize, manipulate and export all types of graphs.
eportfolio
collect, reflect on and share your achievements and development online, in a space you control
networking
create online communities and social network through Groups, Blogs and Forums
open source
built on open source and open principles. Interoperate out of the box with Moodle
AmbulanzPartner ist eine Gesellschaft zur Koordinierung von ambulanter Versorgung, die Patienten, Ärzte, Pflegende, Therapeuten und Versorger miteinander vernetzt.
If you don?t measure what you?re doing in search and social media, how do you know if what you?re doing is working? How do you know if you?re helping or hu
K. Bollen. John Wiley, New York N.Y. etc., (1989)Kenneth A. Bollen; Notes. Bibliografia. Ãndex; Notas. BibliografÃa. Ãndice; Wiley series in probability and mathematical statistics. Applied probability and statistics.
I. Casadevall, M. Castells, T. Sancho, M. Roca, M. de Isla, B. Wellman, и U. de Catalunya. Ariel, Barcelona, (2007)Manuel Castells ... et al. ; amb la col·laboració de Maria Isabel DÃaz de Isla y Barry Wellman ; Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3); A portada: Generalitat de Catalunya i Editorial UOC; Dirigeixen la col·lecció: Manuel Castells i Imma Tubella; En portada: Generalitat de Catalunya i Editorial UOC; Dirigen la colección: Manuel Castells i Imma Tubella; La Era de la informació en Catalunya.
C. Cattuto, D. Benz, A. Hotho, и G. Stumme. The Semantic Web -- ISWC 2008, том 5318 из Lecture Notes in Computer Science, стр. 615--631. Berlin/Heidelberg, Springer, (2008)
L. Barkhuus, и J. Tashiro. CHI '10: Proceedings of the 28th international conference on Human factors in computing systems, стр. 133--142. New York, NY, USA, ACM, (2010)
F. Abel, E. Herder, I. Marenzi, W. Nejdl, и S. Zerr. 2nd Annual Workshop on Search in Social Media (SSM '09), co-located with ACM SIGIR 2009 Conference on Information Retrieval, Boston, USA, (июля 2009)
F. Abel, N. Henze, и D. Krause. WEBIST 2009 - Proceedings of the Fifth International Conference
on Web Information Systems and Technologies, Lisbon, Portugal,
March 23-26, 2009, стр. 167-174. INSTICC Press, (2009)
M. Atzmueller, F. Haupt, S. Beer, и F. Puppe. Proc. 2nd International Workshop on Design, Evaluation and Refinement of Intelligent Systems (DERIS2009), том 545 из CEUR-WS, стр. 1--12. Krakow, Poland, (2009)
A. Hotho, R. Jäschke, C. Schmitz, и G. Stumme. Proceedings of the First Conceptual Structures Tool Interoperability Workshop at the 14th International Conference on Conceptual Structures, стр. 87-102. Aalborg, Aalborg Universitetsforlag, (2006)
A. Rae, B. Sigurbjörnsson, и R. van Zwol. Adaptivity, Personalization and Fusion of Heterogeneous Information, стр. 92--99. Paris, France, Le Centre De Hautes Etudes Internationales d'Informatique Documentaire, (2010)
C. Schmitz, A. Hotho, R. Jäschke, и G. Stumme. Data Science and Classification. Proceedings of the 10th IFCS Conf., стр. 261--270. Heidelberg, Springer, (июля 2006)
B. Kulik. Organizational Analysis, 12 (3):
271-294(2004)Article 15517470 Accession Number: 16372407; Kulik, Brian W. 1; Email
Address: bkulik@pullman.com; Affiliations: 1: Washington State University;
Issue Info: 2004, Vol. 12 Issue 3, p271; Thesaurus Term: PERSONNEL
management; Thesaurus Term: TEAMS in the workplace; Subject Term:
CULTURAL relativism; Subject Term: PERFORMANCE; Subject Term: SOCIAL
groups; NAICS/Industry Codes: 541612 Human Resources and Executive
Search Consulting Services; NAICS/Industry Codes: 923130 Administration
of Human Resource Programs (except Education, Public Health, and
Veterans' Affairs Programs); Number of Pages: 24p; Illustrations:
1 diagram; Document Type: Article.
P. Ernest. Why Learn Maths, London University Institute of Education, London, 1. To reproduce mathematical skill and knowledge based capability
The typical traditional reproductive mathematics curriculum has focused exclusively on this first aim, comprising a narrow reading of mathematical capability. At the highest level, not always realised, the learner learns to answer questions posed by the teacher or text. As is argued elsewhere (Ernest 1991) this serves not only to reproduce mathematical knowledge and skills in the learner, but to reproduce the social order and social injustice as well.
2. To develop creative capabilities in mathematics
The progressive mathematics teaching movement has added a second aim, to allow the learner to be creative and express herself in mathematics, via problem solving, investigational work, using a variety of representations, and so on. This allows the learner to pose mathematical questions, puzzles and problems, as well as to solve them. This notion adds the idea of creative personal development and the skills of mathematical questioning as a goal of schooling, but remains trapped in an individualistic ideology that fails to acknowledge the social and societal contexts of schooling, and thus tacitly endorses the social status quo.
3. To develop empowering mathematical capabilities and a critical appreciation of the social applications and uses of mathematics
Critical mathematics education adds in a third aim, the empowerment of the learner through the development of critical mathematical literacy capabilities and the critical appreciation of the mathematics embedded in social and political contexts. Thus the empowered learner will not only be able to pose and solve mathematical questions, but also be able to address important questions relating to the broad range of social uses (and abuses) of mathematics. This is a radical perspective and set of aims concerned with both the political and social empowerment of the learner and with the promotion of social justice, and which is realised in mainstream school education almost nowhere. However, the focus in the appreciation element developed in this perspective is on the external social contexts of mathematics. Admittedly these may include the history of mathematics and its past and present cultural contexts, but these do not represent any full treatment of mathematical appreciation.
4. To develop an inner appreciation of mathematics: its big ideas and nature
This fourth aim adds in further dimension of mathematical appreciation, namely the inner appreciation of mathematics, including the big ideas and nature of mathematics. The appreciation of mathematics as making a unique contribution to human culture with special concepts and a powerful aesthetic of its own, is an aim for school mathematics often neglected by mathematicians and users of mathematics alike. It is common for persons like these to emphasise capability at the expense of appreciation, and external applications at the expense of its inner nature and values. One mistake that may be made in this connection is the assumption that an inner appreciation of mathematics cannot be developed without capability. Thus, according to this assumption, the student cannot appreciate infinity, proof, catastrophe theory and chaos, for example, unless they have developed capability in these high level mathematical topics, which is out of the question at school. The fourth aim questions this assumption and suggests that an inner appreciation of mathematics is not only possible but desirable to some degree for all students at school..(2000)