Study Point Public School

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Better education for generations to come means a brighter future for us all. These TED speakers have some great ideas for how we can solve our current education crisis.

If you can remove your self-doubt and believe in yourself, you can achieve what you never thought possible.” “If you don't give up on something you truly believe in, you will find a way.” “Your time is way too valuable to be wasting on people that can't accept who you are.”

Machine learning techniques have upgraded the way things works in major domains like finance, medicine etc. And one such widely Machine Learning technique involves Artificial Neural Networks.
What are they and how can they be implemented in the financial market? This eBook contains all the information about it right from explaining the basics and working of artificial neural networks to demonstrating the code to implement it in Python for stock price prediction.

MACHINE LEARNING FOR TRADING EBOOK [FREE] This course on Introduction for Machine Learning for Trading helps you in getting started with using Machine Learning algorithms to trade in financial markets.

In this free course, Assistive technologies and online learning, you will explore some of the technology that disabled students use when accessing computers. We will take a look at the tools and techniques that make it possible for disabled students to engage with online learning.

Course learning outcomes
After studying this course, you should be able to:

understand what is meant by assistive technology
recognise different forms of assistive technology
understand some students’ experiences of using assistive technology.

Image: Assistive technologies and online learning - OpenLearn - Open ... Found on Google from open.edu

frican journalists want more training, and they want to receive it online. That’s the key takeaway from our survey of nearly 1,100 journalists working across the continent.

On May 25, we’ll begin sharing detailed results from our study at eLearning Africa 2016, an annual education and technology conference. We’ll focus on responses from small newsrooms at the conference in Cairo, and we’ll highlight ways to deliver blended training — instruction with both online and in-person components.

The findings we’ll present will inform the custom e-learning platform we’re building. We continue to seek input from journalists in Africa as we move toward our goal to create both technology and content designed with an African audience in mind.

THE CASE FOR TRAINING
Journalists find themselves in a precarious position. They work in a fast-changing industry built on a diverse and growing skill set. To do their jobs effectively, journalists need to learn continuously. But, they have little time or funding for training.

African journalists face these same challenges, and then some: restrictive press laws, intimidation from government officials, outdated equipment and inadequate resources.

This creates a great need for professional training but also great barriers to access.

THE TRAINING AFRICAN JOURNALISTS WANT
We conducted a needs assessment to figure out the best ways to approach training for journalists in Africa given the unique circumstances in which they work. Overall, 395 of the journalists who participated in our survey work in newsrooms with fewer than 50 employees. This is the group we’ll focus on at eLearning Africa 2016. Most of these journalists — 56 percent — are reporters. Senior and mid-level editors comprise 20 percent of the respondents, and copy editors and online producers account for another 13 percent.

The largest number of respondents — 41 percent — has worked professionally for less than five years. The next largest number — 28 percent — has worked professionally between five and nine years.

Journalists in small newsrooms see their personal training needs and those of their organizations in similar terms. Most respondents see their newsroom’s biggest training needs as follows:

Investigative Reporting
Engaging Audiences with Social Media
Audience Development / Engagement
Blogging / Web Writing
Multimedia Storytelling
For themselves, the list of the top-five most-requested topics is the same, though more respondents want blogging and web writing help.

What about the training African journalists in small newsrooms already receive? 55 percent of journalists in small newsrooms have taken part in some kind of training in the last year. The five most popular topics are:

Investigative Reporting
Engaging Audiences with Social Media
Blogging / Web Writing
Writing Skills (Clarity, Concision)
Reporting Skills (Developing Sources, e.g.)
There’s a lot of overlap between the training African journalists want and what they’re getting. But it also appears that they would like to see less attention on the core skills of writing and reporting and more on emerging competencies such as audience development and multimedia storytelling.

Meanwhile, African journalists see investigative journalism as the quintessential training topic. It’s both the topic they receive the most training in and the one they most want more of.

THE TRAINING AFRICAN JOURNALISTS ARE GETTING
Journalists in Africa have mixed satisfaction levels with the training they’re getting, though most experiences are positive. For small newsrooms, 59 percent of journalists view the training they’ve received positively, 19 percent view it negatively and 22 percent are neutral.

When it comes to improving the training they’re getting, journalists across all newsrooms share similar concerns. First, they want more training than they’re getting. Sessions are too brief, and they’re too infrequent.

Those who feel less satisfied with what they’re getting cite common concerns. Some trainers spend too much time focused on theory, neglecting tangible skills. Some sessions rely too heavily on lecture, without enough hands-on practice. Content, too, is lacking at times. Respondents felt some sessions were too basic, didn’t incorporate enough African examples and relied on out-of-date tools, technologies and methods.

THE POTENTIAL FOR BLENDED AND ONLINE TRAINING
Almost all — 92 percent — of the journalists in the small newsrooms we surveyed want more training. 77 percent think online training will help them significantly, and another 14 believe it will help somewhat. The numbers are similar for those in large newsrooms, along with freelancers, educators and students.

African journalists want more training, and they’re open to receiving it online and in blended formats. So why aren’t they getting it already?

The vast majority of respondents cited financial constraints as the biggest barrier. Lack of time and an inability to find the training needed are other concerns.

These factors make the flexibility and cost effectiveness of online and hybrid models attractive. But important questions remain about how we can make online and blended training truly effective — and not just efficient — for African journalists.

Online delivery has pros and cons. It’s easier to tailor digital resources to individual learner needs, and it’s often faster and more convenient to access online resources. But the dedicated time and space required of in-person training can facilitate understanding and foster accountability. Many learners and trainers alike continue to value the collaboration possible only with in-person experiences.

Blended solutions that combine both learning formats present one way to capitalize on each format’s strengths. A kickoff in-person session might branch into follow up online. The most popular material can be delivered across multiple platforms, whereas a deeper training library can be made available strictly online. Participant experiences and insights collected in one platform can inform the training delivered in another.

These are a few of the possibilities we look forward to discussing further in Cairo and as we develop our project.

Image: E-Learning | Africa Talks Found on Google from africa-talks.com

STEM Made Simple is an inquiry-based program that leverages a student-centered model wherein the 5 E’s (Engage, Explore, Explain, Elaborate, and Evaluate) define the structure of a lesson unit. Supporting methodologies include Problem Based Learning and Project-Based Learning. It is inclusive of all other acronyms including STEAM and STREAM.



In this series of online courses, teachers will learn about the definition of STEM, why it matters, and how to apply it in every classroom. Then, they will complete STEM Challenges as students in an online environment.



Learner Outcomes:

– Establish a global understanding of STEM
– Integrate inquiry into the learning process
– Use STEM to make transdisciplinary connections
– Create a library of STEM lessons

Image: Eduscape | STEM Made Simple – eLearning Found on Google from eduscape.com

When it comes to evaluating information that flows across social channels or pops up in a Google search, young and otherwise digital-savvy students can easily be duped, finds a new report from researchers at Stanford Graduate School of Education.

The report, released this week by the Stanford History Education Group (SHEG), shows a dismaying inability by students to reason about information they see on the Internet, the authors said. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from.

"Many people assume that because young people are fluent in social media they are equally perceptive about what they find there," said Professor Sam Wineburg, the lead author of the report and founder of SHEG. "Our work shows the opposite to be true."

The researchers began their work in January 2015, well before the most recent debates over fake news and its influence on the presidential election.

The scholars tackled the question of “civic online reasoning” because there were few ways to assess how students evaluate online information and to identify approaches to teach the skills necessary to distinguish credible sources from unreliable ones.

The authors worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.

“Many of the materials on web credibility were state-of-the-art in 1999. So much has changed but many schools are stuck in the past,” said Joel Breakstone, the director of SHEG, which has designed social studies curriculum that teaches students how to evaluate primary sources. That curriculum has been downloaded 3.5 million times, and is used by several school districts.

The new report covered news literacy, as well as students' ability to judge Facebook and Twitter feeds, comments left in readers' forums on news sites, blog posts, photographs and other digital messages that shape public opinion.

The assessments reflected key understandings the students should possess such as being able to find out who wrote a story and whether that source is credible. The authors drew on the expertise of teachers, university researchers, librarians and news experts to come up with 15 age-appropriate tests -- five each for middle school, high school and college levels.

"In every case and at every level, we were taken aback by students' lack of preparation," the authors wrote.

In middle school they tested basic skills, such as the trustworthiness of different tweets or articles.

One assessment required middle schoolers to explain why they might not trust an article on financial planning that was written by a bank executive and sponsored by a bank. The researchers found that many students did not cite authorship or article sponsorship as key reasons for not believing the article.

Another assessment had middle school students look at the homepage of Slate. They were asked to identify certain bits of content as either news stories or advertisements. The students were able to identify a traditional ad -- one with a coupon code -- from a news story pretty easily. But of the 203 students surveyed, more than 80 percent believed a native ad, identified with the words "sponsored content," was a real news story.

At the high school level, one assessment tested whether students were familiar with key social media conventions, including the blue checkmark that indicates an account was verified as legitimate by Twitter and Facebook.

Students were asked to evaluate two Facebook posts announcing Donald Trump's candidacy for president. One was from the verified Fox News account and the other was from an account that looked like Fox News. Only a quarter of the students recognized and explained the significance of the blue checkmark. And over 30 percent of students argued that the fake account was more trustworthy because of some key graphic elements that it included.

"This finding indicates that students may focus more on the content of social media posts than on their sources," the authors wrote. "Despite their fluency with social media, many students are unaware of basic conventions for indicating verified digital information."

The assessments at the college level focused on more complex reasoning. Researchers required students to evaluate information they received from Google searches, contending that open Internet searches turn up contradictory results that routinely mix fact with falsehood.

For one task, students had to determine whether Margaret Sanger, the founder of Planned Parenthood, believed in state-sponsored euthanasia. A typical Google search shows dozens of websites addressing the topic from opposite angles.

"Making sense of search results is even more challenging with politically charged topics," the researchers said. "A digitally literate student has the knowledge and skill to wade through mixed results to find reliable and accurate information."

In another assessment, college students had to evaluate website credibility. The researchers found that high production values, links to reputable news organizations and polished “About” pages had the ability to sway students into believing without very much skepticism the contents of the site.

The assessments were administered to students across 12 states. In total, the researchers collected and analyzed 7,804 student responses. Field-testing included under-resourced schools in Los Angeles and well-resourced schools in the Minneapolis suburbs. College assessments were administered at six different universities.

Wineburg says the next steps to this research include helping educators use these tasks to track student understanding and to adjust instruction. He also envisions developing curriculum for teachers, and the Stanford History Education Group has already begun to pilot lesson plans in local high schools. Finally, the researchers hope to produce videos showing the depth of the problem and demonstrating the link between digital literacy and informed citizenship.

“As recent headlines demonstrate, this work is more important now than ever,” Wineburg said. “In the coming months, we look forward to sharing our assessments and working with educators to create materials that will help young people navigate the sea of disinformation they encounter online.”

The research was funded by a grant from the Robert R. McCormick Foundation. Besides Breakstone and Wineburg, co-authors included Stanford researchers Sarah McGrew and Teresa Ortega.

Image: Stanford researchers find students have trouble judging the ... Found on Google from ed.stanford.edu

On top of that, these courses have the flexibility to change and grow in ways not available to traditional syllabuses such as this course in change management training provided by Knowledgehut specially aimed at managers and business leaders to better lead their teams and optimize performances across a range of aspects in their life. There are many such examples in abundance, from coding to construction.

All in all, we might not live see the domination of virtual learning, but online degrees and certifications have come with a sweeping change and is here to stay; opening doors to learning a new set of skills required to keep up with our ever-changing society.

Image: Alexander Michl (@amichl) | Unsplash Photo Community Found on Google from unsplash.com

I recently came across the 2012 Higher Education Edition of the NMC Horizon Report, and found it quite fascinating. It gave me a lot of insights about the state of higher education globally and also left me thinking about how these developments would impact the global elearning industry. I certainly believe that it is vital for all developers of elearning to understand these trends and adapt to the new paradigms of learning. Here are the key points from the Horizon report.

Trends Currently Affecting Teaching, Learning, and Creative Inquiry in Higher Education:
People expect to be able to work, learn, and study whenever and wherever they want to.
The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
The world of work is increasingly collaborative, driving changes in the way student projects are structured.
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.
Education paradigms are shifting to include online learning, hybrid learning and collaborative models.
There is a new emphasis in the classroom on more challenge-based and active learning.

Image: The Future Of Higher Ed And Its Impact On Elearning | The Upside ... Found on Google from upsidelearning.com