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You have arrived at the permanent landing page for EVO sessions. Note: If you cannot see all of the text on the right, click on the tiny arrow above the words Page History in the upper right corner to expand to Fullscreen View. Call for Participation Electronic Village Online (EVO) 2020 For five weeks in January and February, TESOL experts and participants from around the world engage in collaborative online discussions or hands-on virtual workshops of professional and scholarly benefit. These sessions bring together participants for a longer period of time than is permitted by land-based professional development conventions and allow a fuller development of ideas than is otherwise possible. Sessions are free and open to anyone around the globe. Convention in order to participate. We invite you to choose a session from this year's offerings listed below. The Electronic Village Online Hashtag is: #evosessions with other e-lists and social networks. or

Library 2.0 - the future of libraries in the digital age Ubick, une solution de cartographie en 3D 100 % française Cette vue du quartier de la tour Montparnasse à Paris (XIVe arrondissement) illustre la qualité et le niveau de détail que peut offrir la base de données cartographiques Ubick. Elle couvre déjà 30 villes françaises. © Ubick Ubick, une solution de cartographie en 3D 100 % française - 2 Photos Lorsqu’on parle de cartographie numérique en 3D, on pense généralement à des services comme Google Earth, Apple Plans ou Nokia Here. Ubick dispose d’un mode 3D stéréoscopique dont on peut profiter en se servant de lunettes anaglyphes. Cinq caméras embarquées pour Ubick Créée en 2001, cette société dont le siège se trouve à Limoges (Limousin) est spécialisée dans la cartographie aérienne par photo numérique et lidar. Pour réaliser les prises de vue aériennes destinées à Ubick, Imao a aménagé l’un de ses avions avec un système comportant cinq caméras et une centrale inertielle. Ces images aériennes sont ensuite traitées par InterAtlas, une entreprise créée par Pierre Farout. A voir aussi sur Internet

Mooc Education : PagePrincipale La classe est terminée !!! Un grand merci à vous tous en cette fin d'année pour avoir suivi et contribué à ce MOOC des colibris. Nous avons été plus de 21 000 participants pour cette première édition. Pour ceux qui souhaitent accéder à nouveau aux contenus, cliquez sur 'suivre le cours' puis sur l’icône livres puis sur modules. Le wiki et les contenus restent donc accessibles à tous les participants. Si vous n'avez pas participé cette année, nous allons intégrer les retours des participants de cette première année et vous le reproposez avec une version augmentée en 2018. Nous vous souhaitons à tous et toutes un renouveau éducatif vivant et plein de joie ! Yann et toute l'équipe de l'Université des colibris. 2 annonces pour les professionnels ! Ouverture des derniers modules Les modules 7 à 10 sont désormais ouverts pour le groupe A. Groupe de pairs De nombreux se sont créés et continuent de se créer. Yann pour l'équipe de l'université Les modules 4, 5 et 6 ouvrent cette semaine

My School, Your School | iEARN Collaboration Centre Title: My School, Your School Summary Students will compare school life in different parts of the world. Description Students will share information about the educational institutions they attend to with the aim of reinforcing their school identities by allowing their global peers to get an insight of how they live their school days in their own countries. This project will reinforce students' sense of identity as well as develop students' interest in school life as a key for a better education while they collaborate with global peers to learn from one another so as to build a more tolerant world respectful of diversity. Facilitators Jaqueline Canzobre, Argentina Mariela Sirica, Argentina SIlvana Carnicero, Argentina Languages Spanish, English Student Age Levels 12-14 (Middle), 15-18 (Secondary) Dates Enrollment: September 1st to October 15th - Participation: October 15th to December 15th Possible classroom activities Enrollment through mail to facilitators Development of art pieces Expected outcomes

Who is taking MOOCs? Teachers, says MIT-Harvard study A new MIT-Harvard study released on Wednesday finds that nearly 40 percent of learners who take open online courses are teachers. That finding has researchers wondering whether they can better design online courses once predicted to upend students’ experience to meet teachers’ needs. The study describes two years of open online courses launched on MIT and Harvard’s non-profit online initiative, edX. “We know who these people are,” said Harvard Associate Professor Andrew Ho, co-author of the study. “We imagine a college classroom with a bunch of young, uncertified, invested — at least financially — undergraduate students. But if you imagine online learners sitting in a classroom, Ho points out that they don’t look like your traditional college student. “If you’re standing in this classroom with 100 MOOC participants, you immediately notice that they’re older and more experienced,” Ho explained. Related: Despite Low Completion Rates, Harvard And MIT Say MOOCs Work

2012 Social Learning Summit Sessions & Schedule The recordings will be posted within a few hours of the close of the Summit HERE. Final time zone schedules for the 2012 Social Learning Summit are below. Click on your time zone to see the detailed schedule with links to enter each session. Conversation-enabled descriptions of each accepted session can be seen HERE. Attending To attend the Summit you do not need any special training nor do you need to sign up in advance (although joining the Classroom 2.0 network will keep you informed through announcements about this and future events). You do not need a microphone to attend the sessions, but if you have one you can use it to ask questions during any Q&A time in a session. Blackboard Collaborate has a number of great features, and short introductory video to the technology can be seen HERE. Conference Schedule The links below are to Google calendar listings of the conference sessions in each of the world's time zones, specifically for April 21st.

start [VIBE] In the News Virtual Worlds as Venues for Public Archaeology at Society for Historical Archaeology Blog By Beverly Chiarulli and Marion Smeltzer 3 virtual environment platforms that inspire learning at Hypergrid Business News By Ann Cudworth Recent Speaking Events or Publications Congratulations to Dr. Design and Evaluation of a Simulation for Pediatric Dentistry in Virtual Worlds Ustream recordings (right click and open in new tab/page) OpenSimulator Community Conference 2013: The Fantastic Voyage of Converting to OpenSim for Biology and Archaeology Education VSTE: Stephen Gasior, Sept. 16, 2013 SIGVE Speaker: Stephen Gasior, Sept. 17, 2013 Second Life - Staff House OpenSim VIBE Grid Login-URI: Registration Web Interface: just put URI in Grid manager and registration is splash page Grid Name: vibe Hypergrid Address: vibe.bio-se.info:9000:VIBE Please see the Hypergrid page for more information on how to access the VIBE grid. About Facebook and SecondLife Builders Archeology

Working in Teams: A Practical Guide Course Syllabus Skip Syllabus Description Section 1 What is a team? What can teamwork achieve and what are the traits of high-performing teams? MOOC retention: A survey study JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. Highlights We present a model explaining 79% of variance in MOOC learner retention. Course content affects MOOC learner retention via Perceived Effectiveness. Interaction with instructor affects MOOC learner retention directly. Those who pass the mid-point of a MOOC are likely to complete. Abstract Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities to a global audience. Keywords Massive Open Online Courses (MOOCs) Distance education Telelearning

MOOC Completion and Retention in the Context of Student Intent Key Takeaways MOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions. This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation. The study found that, on average among survey respondents, 22 percent of students who intended to complete a course earned a certificate, compared with 6 percent of students who intended to browse a course. Efforts to personalize MOOCs based on self-reported intentions should be conducted with care: many students who do not intend to complete a MOOC do so, and most who do intend to complete a MOOC are not successful. Justin Reich is Richard L. HarvardX research into MOOC intention and completion Toward a Measure of Intention The HarvardX Survey Intention: how much of the course they intended to complete. Survey and Log Data Table 1. Measures

Making Virtual Reality Less Virtual A decade ago, the dream of a separate, virtual world didn’t seem so far-fetched. Second Life, a digital world where people could create and interact with human-like avatars, seemed poised to blow up. A magazine wrote a cover story about a Second Life millionaire. Politicians made policy announcements in the virtual world. Second Life never took off as predicted. But that might be changing. Rosedale is also back on the virtual reality scene with the new venture. Even if Rosedale is right, that’s probably a while away. At this early stage in the gestation process, though, it’s fascinating to take a closer look at Rosedale’s mission, because it exposes a lot of basic, mind-bending questions. But the question of whether lots of people can learn to love virtual reality is also a wonderful thought experiment, because it forces us to answer this: If reality can be completely recreated with technology, what makes reality so special? Current communication technologies aren’t that fast.

Clinical Teaching : Online graduate courses Become part of a whole new class of teachers with a Master of Clinical Teaching or a Professional Certificate in Teaching (Clinical). The only online teaching program of its kind in Australia, offered by the University of Melbourne Graduate School of Education, number one in Australia for Education and top five in the world*. Transform your learning and improve the quality of your teachingApply your knowledge immediately to the classroomStand out from the crowd and advance your teaching career. This program draws on cutting-edge research and insights and is designed for high-achieving teachers dedicated to advancing their practice in early childhood, primary and secondary school settings. You will learn:

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