The Jewish Museum and the Center of Tolerance features permanent and temporary exhibitions, conference halls, a library, a research center, a children's center, a museum shop, and a kosher cafe. It boasts twelve pavilions ...
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Ana Cristina Pratas's curator insight,
April 22, 1:34 PM
Excellent post! There are many educators who, in social media/public , agree but then when off screen, sing to a different tune. Delete the scoop?
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David Allen's comment,
April 4, 9:45 AM
Hi Brian, I find your scooped topics quite useful. Thank you for your insights.
readywebtech's comment,
April 23, 1:39 AM
Nice topic! I got new information.
Nice topic, I thought it is very useful. Delete the scoop?
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Ana Cristina Pratas's curator insight,
April 22, 12:42 PM
In the fall of 2011, Stanford University offered three of its engineering courses—Artificial Intelligence, Machine Learning, and Introduction to Databases—for free online. Anyone with Internet access could sign up for them. As Sebastian Thrun, the director of Stanford’s Artificial Intelligence Laboratory, tells the story, he assumed just a handful of people would enroll in his graduate-level AI class. Instead, more than 160,000 students registered. A massive number. That’s when the enormous hype began about massive open online courses, better known as “MOOCs.” Since then, Thrun and his fellow lab professors Daphne Koller and Andrew Ng have founded education organizations that offer free online classes. Thrun’s start-up is called Udacity (in part, a takeoff on the word “audacious”), and Koller and Ng’s is Coursera. In December 2011, in response to Stanford’s initiatives, MIT launched its own effort, called MITx (short for “Massachusetts Innovation & Technology Exchange”), and a few months later joined forces with Harvard, drolly changing the name of the organization to edX. A consortium of British universities has also created its own MOOC platform, Futurelearn. So far, more than 90 universities worldwide have teamed up with one or more of these MOOC providers, prompting the New York Times to crown 2012 as “The Year of the MOOC.” Delete the scoop?
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Ana Cristina Pratas's curator insight,
April 7, 1:38 PM
Learners are connected. They connect with other students, faculty, advisors, and their families and friends through multiple systems and applications. Learners also need to connect formal and informal learning, education and exploration, the physical world and the virtual world. Information technology can enable those connections as well. The data that institutions collect can be used to provide feedback to students and to offer them the next opportunity. Analytics can be used to reveal pathways for students, whether those are personalized learning pathways, course-selection systems, or tools to ensure students stay on track to graduate. And for those learners whose academic careers encompass multiple institutions, information technology can make the process of connecting credits to credentials more seamless and productive. Faculty are connected. They are connected to databases, archives, tools, and other scholarly resources. They are connected to students. They are connected to colleagues. They are connected within their discipline and to other disciplines. They are connected within higher education and to the world at large. Institutions are connected. Colleges and universities have local, regional, and global alliances. They interchange students, faculty, and staff. They interact with entrepreneurs, established industries, and governments. Whether through public service, education, or scholarship, our institutions rely on technologies, applications, and systems to sustain an expanding range of connections that are critical to higher education's mission. Delete the scoop?
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Philippe Trebaul's curator insight,
February 27, 9:27 AM
Bubble My Page # Visualisation
De www.infocaptor.com - Aujourd'hui, 2:23 PM Bubble My Page #Visualization via @AnaCristinaPrts http://sco.lt/... Delete the scoop?
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