So I've read them all and been fascinated as all those that give the lowest marks to NLT get removed while those that give high marks are undisturbed.
A bit odd that.
But stranger still is the fact that there has been not the slightest hint of a member of NLT attempting to defend the place or defending the right to review.
But some attack those they have censored.
Peculiar place - peculiar people.
ALEX BOONE - First published 26 August - censored for the 4th time on !0/9 - 12/9 5th censoring - 16/9 6th censoring 21/9 7th, 8th on 24/9, 9th on 4/10, 10th on 10/10, 11th on 16/10 12th on 19th 13th on 21st 14th on 27th 15th on 29th NOV 16th on 8th DEC 17th on 1 18th on 5 19th on 7 20th on 10 21st on 13 22nd on January 14
Yishay Mor, Harvey Mellar, Steven Warburton and Niall Winters (Eds.)
These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment of ever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today.
This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.
Created by Google My Tracks on Android
Name: Lee Valley
Activity type: running
Total distance: 27.47 km (17.1 mi)
Total time: 2:49:02
Moving time: 1:14:12
Average speed: 9.75 km/h (6.1 mi/h)
Average moving speed: 22.21 km/h (13.8 mi/h)
Max speed: 22.21 km/h (13.8 mi/h)
Average pace: 6:09 min/km (9:54 min/mi)
Average moving pace: 2:42 min/km (4:21 min/mi)
Fastest pace: 2:42 min/km (4:21 min/mi)
Max elevation: 87 m (286 ft)
Min elevation: 36 m (117 ft)
Elevation gain: 1258 m (4126 ft)
Max grade: 92 %
Min grade: -16 %
Recorded: 20/04 07:56
"The task introduced here fulfils one of the main objectives of the current project: making a precise mapping about the available MOOCs in Europe in the area of web development.
The first results provide a precise mapping of the available MOOCs existing in Europe in the area of web developers and set the ground to define the essence of the survey to be carried out. Through the desk research carried out we were able to identify 56 European and double the amount of US MOOCs (115) related to web skills as you can see in the table below.
The current offering of European MOOCs related to web talent across European countries is not evenly distributed as shown on the map: Germany, Spain, and Switzerland were the three main providers of MOOCs for web talent with 18, 13 and 9 MOOCs respectively. The other major players in this field were France, the UK, Finland and the Netherlands with 6, 5, 4 and 1 MOOC related to web talent.
The above-mentioned listing of MOOCs for web talent was provided by 23 European and 41 US higher education institutions."
- Constutant, 2013 - presentlearning; design; technology; research http://www.yishaymor.org
- Institute of Educational Technology, Open University UKSenior Lecturer, 2011 - 2013
- Technologies in Education Unit, University of HaifaTeaching Fellow, 2010 - 2011
- London Knowledge LabResearcher in education and technology, 2002 - 2010
- Cisco systems
- J Shop
- Buzz (current)
Interested in the design and use of technology for social and individual empowerment, through opening opportunities for participatory learning, collective action and expression.
Previously projects at the London Knowledge Lab include Pattern Language Network, Como, the Pedagogy Planner, Learning Patterns for the design and deployment of mathematical games and WebLabs. Facilitated, Together with Carey Jewitt, the LKL workshop series on knowledge in social software.
Before that designed and developed web-based network management software for Cisco Systems.
Research interests include Programming as a constructionist tool in mathematics and science education, Open Source and education, Web-based systems to support learning communities and Democratic education.
- Institute of Education, University of LondonPhD, Educational Technology, 2002 - 2010
- Hebrew University, Computer Science dept.MSc