It is important to not only understand what the content is that we are teaching but to understand what goes into the content that we are teaching. The article gives exampled of art and science; the importance is not only on the art or science it is the history and understanding of artists and their meaning and "knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning"

The interaction of all three areas is important because it will help us to understand technology when it comes to lesson planning and content knowledge. Knowing what types of technology to use based on our pedagogical methods and the content that we are teaching our students will help us to implement them to ensure full understanding from our students.

Making content relatable and interesting to ouor students will help them to be more engaged in what we are teaching.

Understanding content and how to use it to prove a point, explain a topic, or shed light on an issue

"What is regarded as important and interesting is what is likely to be recognised by others as important and interesting, and thus to make the man who produces it appear more important and interesting in the eye of others."

There are many different reasons scientists research different subject matters. These intentions are not always known to the public, but the public has a sense of hope that these intentions are in the interest of the people and the research is done to better those who will be affected. The research to find a cure to cancer is a prime example where the people hope this research is done to better the people. The public hopes that scientists will find a cure to save their loved ones. However, this quote bursts this bubble of hope, in a sense. It takes away the innocence of these good intentions and creates doubt in the minds of the public. This quote makes the people wonder if research is being conducted to further the professional reputation of the scientists by being the first one to discover a knew piece of information and create history. People often default to thinking others have the best intentions in mind, but this quote brings a sense of darkness about that innocence. Is research really conducted to benefit the public, or is it done so a scientist can become a piece of history?

Please say "What's your target platform? (e.g. Web, iOS, Android etc)" The hint text below should say 'you can add multiple options'

Please remove the extra dot (.) from 'e..g' in the text

the dropdown should show the following options "Games, AR/VR, FinTech, HealthTech, iOT". It's currently showing platforms instead of verticals/domains

Please use the following as hint/example text below in the text field " e.g. Fun Doing Math"

Please use the following as hint/example text below in the text field "e.g. I want to build an educational game for 5 to 10 year olds that teaches addition. It is a 2D infinite runner..."

Isn't a lot of their community people who share and interact with just this sort of content?

Reminds me a bit of an old adage within CAA, but this one is far more toxic than the positive version that CAA used. Theirs amounted to occupying executives with CAA client meetings and material so they just didn't have time to handle other talent.

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Good publication to look at research studies proving OCC and video game creations and educational tools were beneficial to classrooms

Great point- when students are guided in creating online content, they become more comfortable with using technology to propel them forward in their learning

I agree with this. As the work load becomes more demanding, students tend to be too overwhelmed and lose interest in the content and material.

Teachers need to make content meaningful and relatable so they see the big picture in the end.

Test

I like how you went ahead and limited the scope of challenges. I'm sure there were plenty beforehand, but keeping it within the time frame likely helped with your sanity.

Interesting idea to incorporate the interview content in three ways. Those who want to use it as an article can do so, and those who want the original source can still access it.

This is one of my favorite parts of the website. I think this a is a great organizational tool and something I want to try for in our website.

When you click on a source with multiple documents and it brings you to a page like this that lists the different documents for each topic. I like the way they organize everything. It's very simple and clean.

This is a neat way to share what kind of content is found through this site. It shows recent additions, so if people were just looking around they can go through them. The only problem with this is that this site seems like a place you would go if you were already looking into a particular topic.

There is a ton of information you can find through this site, which I thought was really impressive. If I was ever looking for primary sources for a women's history project, I would probably use this site.

Hm? Aren’t they likely to encounter Content Management Systems, Enterprise Resource Planning, Customer Relationship Management, Intranets, etc.? Granted, these aren’t precisely the same think as LMS. But there’s quite a bit of continuity between Drupal, Oracle, Moodle, Sharepoint, and Salesforce.

Wonder if these were custom-made or if they relate to other initiatives.

Interesting list of clients.

I came across this article while doing research for last week’s blog. I know this is not a straight forward SNA article, but I found it very interesting since it is a combination of SNA and content analysis. Considering this week’s readings on different data collection method, I found their approach of collecting data from Twitter very unique. In this context, content analysis refers to analyzing tweets and their content. Recently, content analysis is being used in various fields. Even social researchers are taking this opportunity of exploring already existing data. Do you think you can use the combination of both SNA and content analysis in your own research field?

content knowledge

Last full screen image within project narrative should not animate. Currently they slide in. Please update across all projects.

This has a nice ring to it, and it speaks nicely to the idea of form as inventive (even though the author might resist it).

Think about the formal significance here: private letters as public texts. Recalls Foucault but also works within gendered genre conventions.

Power's sentence-level interest: form and content

true

He saying he doesn't like Othello.

Not either/or for sure. Continuing to equate OER with traditional textbooks vastly constrains the power of OER and open education. How about helping students develop the skills and use the tools to work with digital media in much more powerful ways than is possible with paper?

Fast Threshold Clustering Algorithm

Looking for equivalent source code to apply in smart content delivery and wireless network optimisation such as Ant Mesh via @KirkDBorne's status https://twitter.com/KirkDBorne/status/479216775410626560 http://cssanalytics.wordpress.com/2013/11/26/fast-threshold-clustering-algorithm-ftca/

Delete "preferably". Limiting the scope of text mining to exclude societal and commercial purposes limits the usefulness to enterprises (especially SMEs that cannot mine on their own) as well as to society. These limitations have ramifications in terms of limiting the research questions that researchers can and will pursue.

This statement is more generally applicable than just to TDM. Besides, "Encourage" is too weak a word here, and from a societal perspective, it would be far better if researchers were to retain their copyright (where it applies), but make their copyrightable works available under open licenses that allow publishers to publish the works, and others to use and reuse it.

Websites using Content Security Policy can be annoted with hypothes.is in Firefox by switching (in about:config ) security.csp.enable to false

vs. connection and creation as the center of learning. Of course, you deal with content as a teacher but it through the learner connections that we educe learning.

Like teaching, music is sharing. In both cases, the impulse for generalized reciprocity varies quite a bit, but musicians and teachers who know to get together can help shape a world of deep insight and learning.

Useful examples. Could imagine something like Wikity, FedWiki, or other forms of content federation to work through this in a much-needed upgrade from the “Personal Home Pages” of the early Web. Do see some connections to Sandstorm and the new WordPress interface (which, despite being targeted at WordPress.com users, also works on self-hosted WordPress installs). Some of it could also be about the longstanding dream of “keeping our content” in social media. Yes, as in the reverse from Facebook. Multiple solutions exist to do exports and backups. But it can be so much more than that and it’s so much more important in educational contexts.

Some might argue that the problem with OERs and Open Content is this same focus on content.

Continuity with Web 2.0, emphasis on content. Though the coalition is forward-looking, there’s something of a timestamp on this wording.

The “Open World Assumption” is central to this post and to the actual shift in paradigm when it comes to moving from documents to data. People/institutions have an alleged interest in protecting the way their assets are described. Even libraries. The Open World Assumption makes it sound quite chaotic, to some ears. And claims that machine learning will solve everything tend not to help the unconvinced too much. Something to note is that this ability to say something about a third party’s resource connects really well with Web annotations (which do more than “add metadata” to those resources) and with the fact that no-cost access to some item of content isn’t the end of the openness.

Presentation summarizing an approach to duplicate web page detection that was developed by a researcher whilst at Google in the early 2000s

This is a specialist term that deserves definition. Imagine an undergraduate student reading your encyclopedia entry (recall, undergraduates are one of the audiences described in the assignment).

Similarly to my comment about the previous section, I think you need a discussion of why these theories are important to the broader topic you are reviewing.

I see what you are doing in this section: breaking out the most commonly used concepts in the corpus of literature you are reviewing. However, I think that in addition you need to offer a more explicit discussion of your intentions in this section, for example, perhaps a discussion of why these concepts matter to the overall topic would help.

What efforts have been made to help students better interact with digital content?

Is access private/public?

Is this the right heading to use?