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When we using the Internet is it important that we should remember that even though the interaction is going with network lines, there is a human on the other end so we should treat them right. It is called Netiquette and is a set of rules for using the internet. Some examples of netiquette are listed below:

· Look at what you say and think of how others will react to it
Imagine how you'd feel if you were in the other person's shoes. Try and look at things from other people’s point of views and how your words may easily become hurtful and offensive, even if that was not your intention.

· Respect other people’s opinions and beliefs, even if you do not agree with them!
It is important to respect beliefs and opinions even if we do not always agree with them. Yet we also welcome friendly debates and at times constructive criticism is also appropriate

· Behave as you would in real life
When using the forums or chat room it is important that we remember that those are real humans behind those usernames and we should behave and keep the same sort of standards online as we would in real life.

· Check For Misinterpretation
when you’ve become offended by something that has been said please first check if you misinterpreted.

· Mind your language
Please avoid usingswear words and offensive language and comments. Also try to be careful with using jargon and abbreviations which many people may not understand - give explanations when possible.

· Give CONSTRUCTIVE Criticism
Constructive criticism means giving valid opinions alongside suggestions or giving both positive and negative comments. Constructive criticism involves giving your opinions in a friendly manner with is polite and tactful, not oppositional

· Respect Other Peoples Privacy
It is always good netiquette to gain permission from the other person as to whether you can spread the information or not.

· Be Polite
Its respectful and simply nice. If you have asked for help or advice in a particular post, please remember to come back and thank members for responding.


Magickal School, 'Netiquette', viewed 8 December 2009,

Multiple Intelligences

Multiple intelligences were developed by Howard Gardner in 1983. These are the way that people have different learning style and need to teach in different ways. These multiple intelligences can be easily adapted to each individual. However, students are not receiving much attention from these intelligences. Gardner argues that we should also have equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. These intelligences are:

Intrapersonal- capacity to detect and respond appropriately to the moods, motivations and desires of others.

Logical - ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

Spatial Intelligence- capacity to think in images and pictures, to visualize accurately and abstractly

Intrapersonal Intelligence - capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

Musical Intelligence - ability to produce and appreciate rhythm, pitch and timber

Linguistic Intelligence - well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words

Naturalist Intelligence - ability to recognize and categorize plants, animals and other objects in nature

Bodily-Kinesthetic Intelligence - ability to control one's body movements and to handle objects skilfully

Gardner's Theory of Multiple Intelligences


multiple intelligences, viewed 9 December 2009,

Gardner's Theory of Multiple Intelligences, 6 December 2009,

Active Learning

Edgar Dale introduced the cone of experience in 1946. It is to demonstrate a progression from direct, firsthand experience to pictorial representation and on to purely abstract, symbolic expression. The con of Experience corresponds with three major modes of learning; enactive (directive experience), iconic (pictorial experience) and symbolic (highly abstract experience). Enactive or direct experience involves practicing with objects (the student actually ties a knot to learn knot-tying). Iconic experience involves interpreting images and drawings (the student looks at drawings, pictures or films to learn to tie knots). Symbolic experience involves reading or hearing symbols (the student reads of hears the word “knot’ and forms an image in the mind). Enactive experience involves concrete, immediate action and use of the scenes and body. Iconic experience is once removed from the physical realm and limited to two or three senses. In symbolic experience, action is removed nearly altogether and the experience is limited to thoughts and ideas. (Petrina, 2007)

Students do remember 80% of what they do, 50 % of what they see and hear however, remember 10% of what they read. Consequently, it suggests that student should do more than just read. It is important to be actively involved, students must engage in such higher- order thinking as analysis and evaluation. It is important to instructional activities involving students in doing things and thinking about what they are doing.

Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R 1989, Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.

Stephen. P 2007, Advanced teaching methods for the technology classroom, Idea Group Inc (IGI)

Learning Style and Personality

Learning style

Richard M. Felder and Barbara A. Soloman were developed and validated an online instrument called the Index of Learning style. It is one of the most widely used models of learning styles. There are four dimension of learning styles such as active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Once you know where your preferences on each of these dimensions, you can develop your learning style.

Every student has a different personality and way of learning. Different personality types have different needs. Therefore, It is important to know how personality can affect people's ability to learn. Knowing your personality is the key to a successful life.

About 4 Temperaments

About 4 Temperaments
Temperament is a configuration of observable personality traits, such as habits of communication, patterns of action, and sets of characteristic attitudes, values, and talents. It also encompasses personal needs, the kinds of contributions that individuals make in the workplace, and the roles they play in society. Dr. David Keirsey has identified mankind's four basic temperaments as the Artisan, the Guardian, the Rational, and the Idealist. Each temperament has its own unique qualities and shortcomings, strengths and challenges. What accounts for these differences? To use the idea of Temperament most effectively, it is important to understand that the four temperaments are not simply arbitrary collections of characteristics, but spring from an interaction of the two basic dimensions of human behavior: our communication and our action, our words and our deeds, or, simply, what we say and what we do.

ICT Learning Design frameworks

Information and Communication Technology (ICT) can provide useful information and delivering services in a rapidly changing world. Learner control is one aspect of this challenge. Learner control was initially an encouragement to adopt personal control over access to learning programs based on the belief that this would promote effective and efficient learners (Reeves, 1993). In addition, students are more engaged in constructivist and personal representations of knowledge when they use the information technology as cognitive tools (Jonassen and Reeves, 1996). In order to achieve maximum results, we need to consider what make a collaborate relationship successful.


Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 693 - 719). New York: Macmillan.

Reeves, T. C. (1993). Pseudoscience in computer-based instruction: the case of learner control research. Journal of Computer-Based Instruction, 20, 2, 39 - 46.

Keirsey, viewed 4 December 2009, http://www.keirsey.com/default.aspx

Web 1.0 Web 2.0 Web 3.0

Web 1.0
Shopping carts are Web 1.0. Shopping cart applications, which most ecommerce website owners employ in some shape or form, basically fall under the category of Web 1.0. The overall goal is to present products to potential customers, much as a catalog or a brochure does — only, with a website, you can also provide a method for anyone in the world to purchase products. The web provided a vector for exposure, and removed the geographical restrictions associated with a brick-and-mortar business.

Web 2.0
The term "Web 2.0" is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web. Examples of Web 2.0 include web-based communities, hosted services, web applications, social-networking sites, video-sharing sites, wikis, blogs, mashups and folksonomies. A Web 2.0 site allows its users to interact with other users or to change website content, in contrast to non-interactive websites where users are limited to the passive viewing of information that is provided to them.

Web 3.0
A web service is a software system designed to support computer-to-computer interaction over the Internet. Web services are not new and usually take the form of an Application Programming Interface (API). The popular photography-sharing website Flickr provides a web service whereby developers can programmatically interface with Flickr to search for images. Currently, thousands of web services are available. However, in the context of Web 3.0, they take center stage. By combining a semantic markup and web services, the Web 3.0 promises the potential for applications that can speak to each other directly, and for broader searches for information through simpler interfaces.

Web1.0 Vs Web2.0

Web1.0 Vs Web2.0
The image compares Web 2.0 with Web 1.0 and explains how things have changed since the web culture has revolutionized. Webmaster and user interaction no longer depends on direct means of communication rather a whole new system of social interaction has evolved that includes really simple syndication (RSS feeds) and also the use of social networking sites.

Practical ecommerce, Basic Definitions : Web 1.o, Web 2.0, Web3.0, Viewed 8 2009, http://www.practicalecommerce.com/articles/464-Basic-Definitions-Web-1-0-Web-2-0-Web-3-0

SIZLOPEDIA, 'Web 1.0 vs Web 2.0, the Difference' viewed 10 December 2009, http://www.sizlopedia.com/2007/08/18/web-10-vs-web-20-the-visual-difference/

Web 2.0, Wikipedia, viewed 9 2009, http://en.wikipedia.org/wiki/Web_2.0

Interactive Whiteboards

An interactive whiteboard is an interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand. They are used in a variety of settings such as in classrooms at all levels of education. It encourages greater student participation and gets more attention while improving student learning in class.

Interactive Whiteboards


Tom, H 2007, 'Interactive Whiteboard Demonstration', Youtube, viewed 4 December 2009, http://www.youtube.com/watch?v=DjdNPMZJbLs

Wikipedia 2009, 'Interactive Whiteboards', viewed 7 December 2009, http://en.wikipedia.org/wiki/Interactive_whiteboard


Picknik is basically free with a lot of option and quite user friendly. It is really easy to fix in real time. First, upload your picture and then get creative with oodles of effects, fonts, shapes and frames. It is fast, easy and fun.


dailycomdedy, viewed 14 December 2009,

picnik, viewed 3 December 2009, http://www.picnik.com/

picnik, Picnik Features & pricing, viewed 8 December 2009, http://blog.picnik.com/wp-content/uploads/2009/10/Picnik-Features-Pricing_0909.pdf



Microsoft Office, viewed 14 December 2009, http://www.microsoft.com/office/2007-rlt/en-AU/Office

slideshare, viewed 13 December 2009, http://www.slideshare.net/