Here is a link to my tracks the path of multimedia editing.
http://spreadsheets.google.com/pub?key=thzgB5KDigUJHaXIrYFUfgw&output=html
Thursday, January 28, 2010
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Tracking
Here is a link to my tracks the path of multimedia editing.
http://spreadsheets.google.com/pub?key=thzgB5KDigUJHaXIrYFUfgw&output=html
Here is a link to my tracks the path of multimedia editing.
http://spreadsheets.google.com/pub?key=thzgB5KDigUJHaXIrYFUfgw&output=html
Tuesday, January 26, 2010
Sunday, January 24, 2010
How To Prnounce Peter Lik's Surname
Once upon a time ...
recent blog post that refer to the OER Andreas and partly also the post on privacy made me think back to when I started my career in schools. For several reasons, my career as a teacher was atypical. Cultivating the dream to dedicate myself to classical philology as a research and instead the events of life have led me to become a primary school teacher with a lag compared to many other colleagues of my age. Years later, I'd say I was lucky: the primary school has for years been a real active and fruitful laboratory experience different and exciting that favored the growth of not only children but also teachers. For me I came from the faculty of classics and, before that, from the more traditional grammar school in my town, the impact with the reality of full-time in the early eighties, was very significant for the rest of my career. Then, the sections in schools coexisted with the teacher (or teacher) who had only classroom statically ordered, with the booklet on the desk to scan daily activities (from the morning prayer to assign tasks to be home for the afternoon) , in which children with the apron were always sitting silent and composed, and where the door was always closed as well as drawers and closets. Usually another plan (they were too noisy!) Sections were full-time where children and their teachers experienced a school finally opened. The proliferative activity, from theater, puppets, ceramics, music, pancakes and biscuits ... you manipulate materials, you can play, learn, be taught, cooperative, shared and ... smile! Teaching in these sections (luckily for me the new arrivals were assigned to these classes), I made a contrasting vision of the school in all that which it was grown!
Each class where I taught full time in those years was a 'OER to which I have drawn, obtaining materials from products such as the processes that led to them. The sections in normal time (already using this word speaks volumes on the idea that in those years had the full-time ...) was studied by heart "The May 5" and the fifth to take the examination, if you came as alternates, could not have access either to the list of children in the class or to their notebooks (closed key strictly in closets), full-time sections were read excerpts from "Letter to a teacher" and they worked for open classes, discussing and confronting but starting from the needs of children and one in particular: that of being good at school! 
recent blog post that refer to the OER Andreas and partly also the post on privacy made me think back to when I started my career in schools. For several reasons, my career as a teacher was atypical. Cultivating the dream to dedicate myself to classical philology as a research and instead the events of life have led me to become a primary school teacher with a lag compared to many other colleagues of my age. Years later, I'd say I was lucky: the primary school has for years been a real active and fruitful laboratory experience different and exciting that favored the growth of not only children but also teachers. For me I came from the faculty of classics and, before that, from the more traditional grammar school in my town, the impact with the reality of full-time in the early eighties, was very significant for the rest of my career. Then, the sections in schools coexisted with the teacher (or teacher) who had only classroom statically ordered, with the booklet on the desk to scan daily activities (from the morning prayer to assign tasks to be home for the afternoon) , in which children with the apron were always sitting silent and composed, and where the door was always closed as well as drawers and closets. Usually another plan (they were too noisy!) Sections were full-time where children and their teachers experienced a school finally opened. The proliferative activity, from theater, puppets, ceramics, music, pancakes and biscuits ... you manipulate materials, you can play, learn, be taught, cooperative, shared and ... smile! Teaching in these sections (luckily for me the new arrivals were assigned to these classes), I made a contrasting vision of the school in all that which it was grown!
Each class where I taught full time in those years was a 'OER to which I have drawn, obtaining materials from products such as the processes that led to them. The sections in normal time (already using this word speaks volumes on the idea that in those years had the full-time ...) was studied by heart "The May 5" and the fifth to take the examination, if you came as alternates, could not have access either to the list of children in the class or to their notebooks (closed key strictly in closets), full-time sections were read excerpts from "Letter to a teacher" and they worked for open classes, discussing and confronting but starting from the needs of children and one in particular: that of being good at school!
Cost To Remove A Dog Tumor
Presentation on OER
Andreas explained it all on his blog. This Slideshare presentation that I found on the phenomenon succinctly frames. 
Andreas explained it all on his blog. This Slideshare presentation that I found on the phenomenon succinctly frames.
Saturday, January 23, 2010
Jack Vettriano Couple On A Bike
About folksonomy
I found an interesting documentation of experience rating in a primary school which has led to evaluate the strengths and weaknesses of tags. A link to the blog created for children to work is
http://lnx.rodari.org/taggare/
I found an interesting documentation of experience rating in a primary school which has led to evaluate the strengths and weaknesses of tags. A link to the blog created for children to work is
http://lnx.rodari.org/taggare/
Learning to think with IA
View more documents from Renata Durighello .
Monday, January 18, 2010
Can I Take Pregnancy Test 10 Days After Ovidrel
Catastrophe!
It 's a disaster! The glorious Guinness factory caught fire late last year ... almost like it happened to Homer when he began to manufacture whiskey in the cellar ... It
you know, the event is very sad for all lovers of the wonderful dark beer but most likely will already have fled to safe havens because you can not leave a dry Ireland! ... As said by the Mayor Quimby to Fat Tony after the end of Prohibition:
"How much alcohol does it take to flood Springfield?" And he said:
"5 minutes" ...
and it was so '.
Guinness Have a nice Day!
PS next month will herald new reviews (sorry for the inaction:))
It 's a disaster! The glorious Guinness factory caught fire late last year ... almost like it happened to Homer when he began to manufacture whiskey in the cellar ... It
you know, the event is very sad for all lovers of the wonderful dark beer but most likely will already have fled to safe havens because you can not leave a dry Ireland! ... As said by the Mayor Quimby to Fat Tony after the end of Prohibition:
"How much alcohol does it take to flood Springfield?" And he said:
"5 minutes" ...
and it was so '.
Guinness Have a nice Day!
PS next month will herald new reviews (sorry for the inaction:))
Wednesday, January 6, 2010
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Conference Negroponte
After reading the newsletter of the ADI, I went to look around a bit 'on the website and I found this video.
It 's the video of the conference held in September 2009 by Nicholas Negroponte in Washington after the president of Uruguay announced it had provided for the free distribution of 400,000 laptops to children in primary education as a challenge to illiteracy, the digital divide and social exclusion.
I think that provides much food for thought. At this link
http://ospitiweb.indire.it/adi/Negroponte09/nn9_frame.htm
you can find the Italian translation of the report to Negroponte. 
After reading the newsletter of the ADI, I went to look around a bit 'on the website and I found this video.
It 's the video of the conference held in September 2009 by Nicholas Negroponte in Washington after the president of Uruguay announced it had provided for the free distribution of 400,000 laptops to children in primary education as a challenge to illiteracy, the digital divide and social exclusion.
I think that provides much food for thought. At this link
http://ospitiweb.indire.it/adi/Negroponte09/nn9_frame.htm
you can find the Italian translation of the report to Negroponte.
What Does Tom Delonge Tattoos Mean
A wish for the school assignment
This morning I received the newsletter in January of ADI (http://ospitiweb.indire.it/adi/), in order to exemplify how to address problems of current school, contained the parable that I pasted below.
To date nobody has been able to pose as a whole the problem of change needed in schools and overlap only sectoral visions which eventually lead to frustration, loss and confusion for both students and teachers for us.
The newsletter contains a greeting to the Italian school in 2010, inspired by "Sapere Aude" Kant's able to give all students the ability and courage to use his intelligence without being guided by others.
For my part, rather than "led" (I teach in a primary school and I recognize myself in a sense a leadership role) I would rather have "manipulated". It seems to me important. The parable of
six blind men and the elephant.
Once there were six wise men who lived together in a small town.
The six essays were blind. One day an elephant was brought to town. The six wanted to know, but how could they?
"I know," said the first essay, "will touch them."
"Good idea," said the others, "so we know how an elephant."
The six came from elephants.
The first touched the big ears and flat. She felt him move slowly back and forth. "The elephant is like a fan," he proclaimed.
The second touched the elephant's legs. "It 's like a tree," he said.
"You're both wrong," said the third. "The elephant is like a rope." He was touching the elephant's tail.
Immediately after the fourth with his hand touched the sharp point of the tusk. "The elephant is like a spear," he said.
"No, no," said the fifth, "is like a high wall." He touched the side of the elephant. The sixth had grabbed the trunk. "You are wrong," he said, "the elephant is like a snake."
"No, like a rope."
"Snake!"
"Wall!"
"You are wrong!" "I right! "
The six blind men continued to scream for an hour against each other and could not find was made as an elephant. 
This morning I received the newsletter in January of ADI (http://ospitiweb.indire.it/adi/), in order to exemplify how to address problems of current school, contained the parable that I pasted below.
To date nobody has been able to pose as a whole the problem of change needed in schools and overlap only sectoral visions which eventually lead to frustration, loss and confusion for both students and teachers for us.
The newsletter contains a greeting to the Italian school in 2010, inspired by "Sapere Aude" Kant's able to give all students the ability and courage to use his intelligence without being guided by others.
For my part, rather than "led" (I teach in a primary school and I recognize myself in a sense a leadership role) I would rather have "manipulated". It seems to me important. The parable of
six blind men and the elephant.
Once there were six wise men who lived together in a small town.
The six essays were blind. One day an elephant was brought to town. The six wanted to know, but how could they?
"I know," said the first essay, "will touch them."
"Good idea," said the others, "so we know how an elephant."
The six came from elephants.
The first touched the big ears and flat. She felt him move slowly back and forth. "The elephant is like a fan," he proclaimed.
The second touched the elephant's legs. "It 's like a tree," he said.
"You're both wrong," said the third. "The elephant is like a rope." He was touching the elephant's tail.
Immediately after the fourth with his hand touched the sharp point of the tusk. "The elephant is like a spear," he said.
"No, no," said the fifth, "is like a high wall." He touched the side of the elephant. The sixth had grabbed the trunk. "You are wrong," he said, "the elephant is like a snake."
"No, like a rope."
"Snake!"
"Wall!"
"You are wrong!" "I right! "
The six blind men continued to scream for an hour against each other and could not find was made as an elephant.
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