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Netflix ‘The Crown’ Dominic West, Olivia Williams share their experience, more

By April 16, 2020 November 22nd, 2022 No Comments

But that also meant that copycats soon emerged, and easy money allowed them to offer generous discounts to quickly build the minimum necessary scale. Start with network effects, or “flywheels” in Silicon Valley speak—the idea that a product’s value to a user rises with the number of users. Once the user base passes a certain threshold, the argument goes, the flywheel powers a self-perpetuating cycle of growth. This explains why so many startups seek growth at all cost, spending millions acquiring ever more customers to get the flywheel spinning. We will automatically post your comment and a link to the news story to your Facebook timeline at the same time it is posted on MailOnline.

This is not to single-out a specific company as this kind of algorithmic opacity is extremely common with not only learning technologies, but almost all technologies we use today. Not only are we unaware what data is being collected about us, but we don’t know how it is being used, what kind of black box it is being fed into, and how it is being mathemagically wrangled. Earlier today, I attended an LMS demo session on learning analytics where I had a chance to see some of the analytics engine built into the LMS.

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I literally wanted to reach thru the interwebs and hug Martin. But at that point we were still kind of weak tie social media friends and I thought I should wait a bit before commencing the hugging. Besides, he’s a Spurs fan and I’ve spent my adult soccer life rooting for the Gunners, so that would have just been awkward . We are not putting all forexee the edtech options on the table; options that often have much more involvement and development input from actual educators than many vendor solutions. I have to stress that this is very preliminary groundwork on my part to gauge if there is enough interest in the province to bring together some kind of more formalized community and/or network.

For these projects, we need to pay attention to more complex pieces to ensure that the content can be shared and reused by these other projects at scale. Want to take 12 books from our collection and put them in yours? Want to extract all the self assessment questions from that Sociology textbook we made? So, when it comes to enabling faculty to “remix” our open textbooks, maybe we need to focus more on really simple things like cut and paste. I wonder if that message would resonate with faculty moreso than “remix this textbook” which, as you can imagine, is a pretty daunting task for reasons beyond the technical challenges . Feel free to copy and paste a case study for your own course notes.

Each of these people gave tirelessly to see the book created in 4 days and make this project happen. Theoretically, if we create a button in the user interface to insert a case study into the textbook, it could also insert metadata that identifies that block of content as a case study. Once you have content identified, you could then build API’s that could extract the textbook specific content chunks. From a reuse and remixability perspective, this makes a textbook modular. Build an API that can, for example, extract just the practice questions in a book and you can create a separate practice question handbook with nothing but the practice questions from the book. In essence, we can make the book modular and with that modularity comes flexibility to potentially mix and match content in interesting and unique ways.

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I think both of these are excellent starts to working ethically and transparently with learning analytics data. Now, it’s one thing to have something fairly innocuous as Netflix to recommend movies to you based on – well, we don’t really know what that recommendation is based on, do we? It is likely what we have viewed before is factored in there, but it is also likely that the recommendations in Netflix are pulling data about us from services we have connected to Netflix. Mention on Facebook that you want to see the new Wes Anderson movie and suddenly that becomes a data point for Netflix to fine tune your Netflix film recommendations and the next time you log into Netflix you get a recommendation for The Royal Tennenbaums.

  • The main project on the go right now is (what I’ve called) the BC open education infrastructure project.
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  • It then cuts to hints of romance between the two, as they get comfortable with each other’s presence — sharing “gifts,” playful arguments, and constant banter.
  • This is my own use case, as one of the projects in my portfolio will be to revive a system wide sandbox process to allow people to experiment with open source edu focused applications.
  • Want to extract all the self assessment questions from that Sociology textbook we made?

There are other open source tools that are edu focused that I think could be included, like Candela, TAO, Open Embeddable Assessments, Omeka, and Scalar . I envision an edu section of the Sandstorm app store. It’s premature to be thinking this way, considering the relative newness of Sandstorm, but, this is why we experiment and play.

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A simple way for an instructors to deploy open source applications. Hit a button and you’ve got an Etherpad instance set up. Pick from a few different alternatives, install and share with students.

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For example, at this conference I found out about the IONiC and VIPEr . IONiC is an online network for teachers of inorganic chemistry, and VIPEr a repository of teaching materials freely available for inorganic chemistry faculty. Both these were started not by open education advocates, but by inorganic chemistry faculty themselves. They wanted space to share resources and develop community. It’s a grassroots lesson in sharing and connecting, driven by the faculty, driven by the community and not by a more formalized “Open Educational Resource” project.

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There are a lot of image requests that post-sec faculty could contribute, especially in the sciences. So, if you have any of these specific images consider uploading it to the Wikimedia Commons and improving the Commons. John Hilton III is one of the leading researchers in the area of efficacy of open educational resources . Recently, John has been gathering empirical research on the efficacy of open educational resources compared to traditional publishers resources and publishing the studies at the Open Education Group website.

The idea is to separate the course administrative tools & functions from the teaching and learning tools, and allow faculty to mix and match tools to fit their pedagogical needs. This gives faculty greater autonomy with what tools they want to see, while still being connected (with technologies like LTI & Caliper) to centralized institutional systems. First, when it comes to predictive analytics, we need to know what is happening inside the black box.

In the post, Tannis digs into the history of the term open pedagogy and finds traces of it in the linguistic culture wars of a 1979 Canada with Quebec educator named Claude Paquette. Which made me consider open pedagogy and the way in which open pedagogy is defined. Granted, that term “open pedagogy” is fairly new and evolving. My first exposure to the term was in a 2013 (was it really 4 years ago?) blog post from David Wiley where David defines open pedagogy as being directly connected to the 4R permissions of OER .

For example, in the user interface of PressBooks, Brad Payne has built some textbook specific buttons that insert specific types of content blocks into PressBooks . What we want to do is not only build buttons in the editing interface that inserts visible elements , but also inserts metadata that identifies that specific pedagogical feature as a chapter summary. Brad has been looking at the emerging Learning Resource Metadata Initiative to see how we can begin to tag bits and pieces of the content in our textbook.

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Teacher proofing leads to generic plug and play courses. TheMcDonaldization of higher education where someone (paid at $8 an hour) delivers a generic meal to you that tastes the same as every other meal. That $8 an hour person doesn’t really care about the meal they are putting down in front of you. Beyond the final steps of heating the food, they have no idea how the food is actually made.

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Over the next 2 weeks, we will be moving the book into PressBooks Textbooks, the platform we are using as our primary book creation platform. For the sprint, we did not use PressBooks but instead used a collaborative writing platform called PubSweet, created by the BookSprints team. After discussing whether to use the BookSprints platform or our platform, we decided to use PubSweet as the authoring platform for the sprint because the facilitators Tokenexus opinion analyzing its services and getting conclusions were familiar with the platform. And, given the mammoth task ahead of us to create a 1st year Geography textbook in 4 days, we decided that rather than add a level of complexity onto the process, we would stick with what our facilitators were familiar with working with. So, our first task post-sprint is to transfer the book from PubSweet to PressBooks Textbooks. You know, I have contributed, edited and created Wikipedia articles.

They get daily mobile prompts on their phones to complete micro-French lessons, and stay playfully motivated to keep ahead of their uncle on the leaderboard. They collaborate on school projects with their peers using web-based tools, conducting research online. Still, it isn’t hard to see how a pedagogical aid could negatively affect student performance if the student tries to get by on the built in aids as an alternative to doing the actual reading.

Meta had a scare in the fourth quarter of 2021, when it lost 1m users. That loss did not turn into a stampede; the company has added users since. First, I want to identify a list of common pedagogical features that textbooks have that make them different from other types of books. By features I mean what are the specific elements or attributes of a textbook that help students understand the content in the book. This can range from chapter outlines and summaries to practice questions and glossaries. Ever since I’ve started working on the BC open textbook project, one of the bits of research that I’ve wanted to do was deconstruct “the textbook” to dig into what exactly are the pedagogical features that make a textbook a textbook.

This is part 2 of my post #opened15 brain dump on the role of open textbooks in higher education, prompted by many discussions about textbooks in the wake of #opened15. But what really excites me about this project is the chance to work with some of the most forward thinking edtech people in the province. This is my own use case, as one find a programmer for startup of the projects in my portfolio will be to revive a system wide sandbox process to allow people to experiment with open source edu focused applications. A BCcampus instance of Sandstorm might make it easier to manage that process. On our end, around the same time, we had our first meeting with the BC Open Textbook Faculty Fellows.