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21 – Diigo

21 – Diigo
Diigo is a social bookmarking, research and knowledge sharing tool. It lets you make personal notes and highlight text on web pages and share them with others. Website: www.diigo.comCost: Free and premium versionsAvailability: OnlineYEARLY RANKINGS 2015: 42 2014: 202013: 212012: 182011: 132010: 152009: 222008: 352007: 72= Comments from some of those who selected Diigo as one of their Top Tools “Diigo – one of my university lecturers introduced me to this tool last year. Pre-2013 comments “with delicious I collect and share, with diigo I recollect, select, reflect collaborate (and so on)…. Related:  FormationResearch: online learning

Collection Les auteurs classiques dans la bibliothèque numérique Les Classiques des sciences sociales Abel-Rémusat, Jean-Pierre [1788-1832] sinologue, titulaire de la 1re chaire de langue et littérature chinoise au Collège de France [ sous-collection "Chine ancienne" ] Adler, Alfred [1870-1937] psychanalyste Alain (Émile Chartier) [1868-1951] philosophe français Alexéiev, Basile [1881-1951] professeur au Collège de France Alexis, Jacques Stephen [1922-1961] Écrivain, homme politique et médecin haïtien [sous-collection "Études haïtiennes"] Alexis, Stephen [1889-1962] Diplomate, enseignant, historien, journaliste et écrivain haïtien né aux Gonaïves, père de Jacques Stephen Alexis. Archambault, Paul [1883-1950] Ardouin, Beaubrun [1796-1865] Historien et homme politique haïtien [sous-collection "Études haïtiennes"] Argens, Jean-Baptiste de Boyer, Marquis d' [1704-1771] homme de lettres et philosophe français Asselin, Olivar [1874-1937] journaliste, pamphlétaire et militant nationaliste canadien-français Auteurs inconnus Aveling, Edouard César, Jules [100 avant J. Commune de Paris, La [1871]

Merge PDF and split PDF online. Free merge PDF or split PDF Question Types | Clickers There are many different types of questions that can be used with clickers. Each kind of question serves a different pedagogical purpose. Checking for Conceptual UnderstandingQuestions that check for conceptual understanding are a crucial way for instructors to tailor their teaching to what students already know. A question like this one might be useful before the beginning of a unit on evolutionary genetics, to check how many students are already familiar with the concept. Questions checking for conceptual understanding are also useful in the middle or end of a unit, to get feedback on how many of the students actually understand the new concept being taught. Addressing MisconceptionsQuestions that address misconceptions allow instructors to zero in on difficult concepts and common misunderstandings. beginning of a unit or a class to see how much the students already know about the topic to be covered. instructors can use such a question to lead into small- or large-group discussions.

12 Reasons Teachers should use Diigo Diigo stands for “Digest of Internet Information, Groups and Other stuff.” It is a social bookmarking program that allows you to save your ‘favourites’ online, so that they can be accessible from any computer with an internet connection. However, Diigo does much more than this. As you read on the web, as well as bookmarking websites, you can also highlight parts of web pages that are of particular interest to you. Or, you can attach sticky notes to specific parts of web pages. The ‘social’ part of the bookmarking program is also very useful. For example, if you would like to find popular resources on e-learning, searching Diigo can probably get what you want in less time than using search engines, and you may also gain insights from other users. For more information, go to , or dive right in and sign up. So…onto the 12 reasons every teacher should use Diigo. Image with thanks to:

Kalkulator finansowy Comment réaliser un livre au format EPUB ? La lecture numérique Cours de Hervé Le Crosnier Les cours de Culture Numérique dispensés par Hervé Le Crosnier à l'Université de Caen. Sommaire des cours Le livre numérique BnF : L'aventure du livre. Des parcours pédagogiques pour les classes, des ressources, bibliogaphie, la typographie. Lien Baromètre des usages du livre numérique. Baromètre semestriel, réalisé pour les auteurs et éditeurs, associés au sein de la SOFIA, sur les évolutions des usages du livre numérique. Lien Les acteurs de la chaîne du livre à l'ère du numérique. Le Centre d'analyse stratégique en partenariat avec le Centre national du livre propose une série de 3 notes d'analyse accompagnées de propositions. Lien La lecture est avant tout une question de supports: matières et formes. Si le support papier s'est imposé depuis 6 siècles grâce à l'imprimerie, il n'en a pas moins évolué pour autant. L'altération tout d'abord. Le deuxième aspect est la notion de page que l'on a le plus souvent voulu rendre fluctuante. [1] François Bon.

Le web au Cdi Du collège About this webmix : Les sites web conseillés par le professeur documentaliste. last updated at: Sep 27, 2013 9:54:07 AM Jeux sérieux au collège Vinz et Lou sur Internet Le jeu | Internet Sans Crain.. Ads by google Symbaloo-ers that viewed the webmix above, also viewed: Critical thinking in the Online Classroom This is part 3 in a 3 part series discussing the concept of ‘presence’ in online learning communities. I’ve been writing about online presence in this series and though complex, it is best understood by the Community of Inquiry (CoI) model, a framework of three dimensions that work together to create what I call a complete learning experience (though the creators of the model call it an ‘educational experience’ where all three coincide (Garrison et al., 2000). In part one, I reviewed instructor presence and part two, social presence. What is Cognitive Presence? cognitive presence: is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001). How does cognitive presence lead to critical thinking? Discussion forums that include meaningful and thought-provoking questions that get students to think and apply the course content. Resources: Garrison, D. Kanuka, H., Liam, R. & Laflamme, E. (2007).

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