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  1. Last 7 days
    1. What Are White-Label Restaurant Apps? And When Does It Make Sense to Use One

      Short on time but want to join the food delivery niche, quickly improve your online visibility, and grow your customer base? There’s a solution ― a white-label restaurant app. Can white-label software bring big results for your restaurant? It may or may not. Much depends on your business processes, application requirements, and budget. Dive in to learn more.

    1. Integrate with your existing tools in a few clicks

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  2. Jan 2021
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  3. Dec 2020
    1. How to Get an Emergency Payday Loan

      Payday loans, sometimes mentioned as payday advances, are short-term, unsecured loans, usually for little amounts. the sole collateral that's generally required to use for these specific loans is a few sort of employment records, like pay stubs, although the term payday loans has become a shorthand for any sort of small, short-term loan albeit it isn't technically backed by an immediate reliance on a borrower's next paycheck. Payday advances, like all loan vehicle, are regulated heavily. These regulations vary widely from state to state within the us, and from country to country internationally.

    1. Guaranteed Installment Loans for Bad Credit

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    1. How an In-House Online Ordering System Can Help a Restaurant Thrive

      These days, online ordering is a lifeline for restaurants, and it's hard to deny the benefits of using an in-house online ordering system. You could sign up on food delivery portals to get more customers, but why would you want to share your profits when you can have an in-house online ordering system instead?

    1. Innovative Online Ordering for Restaurants

      "Well-served customers are happy customers. You don’t want to keep your guests waiting for ages to get their food. The good news is that you can deliver without delays or errors by creating online ordering system for your restaurant. In this article, we’ll talk about business process automation and how an online ordering system can help you boost the performance of your restaurant, reduce staff turnover, lower labor costs, and introduce a technological touch that can create an alluring restaurant experience."

    1. Therefore, it could be argued that belief regarding the usefulness of technologies could lead to change and ultimately the actual use of digital technologies in teaching and learning.

      This goes both ways. A teacher who believes that their job is to control access to specialised information, and to control assessment may use technology to close down learning opportunities (e.g. by banning the use of Wikipedia, YouTube, etc.) and even insisting on the installation of surveillance (proctoring) software on students' personal computers.

      Again, you can argue that technology in itself doesn't make the difference.

    1. When it comes to online marketplace models, your monetization strategies prevail over all odds. Your online marketplace model must be developed keeping the money-making technique in mind while the funding-flow should majorly be directed from the community you actually serve.

      When it comes to the monetization model for online marketplace, you can find plenty of ways to earn money. However, you need to ensure what types of marketplace you want to build, and which monetization strategies will fit into it.

    1. The skills gained immediately transfer to other areas of academic work, such as community and industry engagement

      Another example of why online learning could (should?) take place in public.

      Imagine if, upon graduating, an engineer already had an online, public portfolio of work that could be shared with potential employers.

    1. And then there was what Lanier calls “data dignity”; he once wrote a book about it, called Who Owns the Future? The idea is simple: What you create, or what you contribute to the digital ether, you own.

      See Tim Berners-Lee's SOLID project.

    1. Airbnb helps travellers home-like travelling experiences by helping you rent a property. Initially, the idea was criticized and did not receive much hype as letting unknown people stay home was not a good idea at all. However, Airbnb successfully changed the dynamics of renting homes. That means the credit goes to the business model that was convincing enough for guests and hosts.

      Airbnb is a community based online marketplace, offering customers to make an arrangement for their lodging, primarily homestays, or tourism experiences.

  4. Nov 2020
    1. Nothing represents you like your name. It’s been your brand since you were born. So when you’re online, you want your identity to match who you are in the real world.
    1. anonymous imageboard

      4chan is reasonably unique in the current online landscape, in that it permits conversation by totally anonymous users. This allows its users to post without much thought about their privacy status, which they often take for granted. This unique level of privacy fostered by anonymity, in a way, partially delivers on the Cyberspace rhetoric of the 1990s in that people can't be judged by their physical identities unless they offer identifying information up themselves. That's not to say that 4chan is a welcoming space for all (or even most) users, though, as it has been acknowledged, even later here in Ellis' article, that 4chan houses plenty of white supremacist tendencies, but, strictly speaking, as far as one's ideas go, they are judged purely based on their merit so long as no additional personal identifiers are offered. As Dillon Ludemann notes in his paper, /pol/emics: Ambiguity, scales, and digital discourse on 4chan, white supremacy, as well as other, "practiced and perceived deviancy is due to the default blanket of anonymity, and the general discourse of the website encourages users to remain unnamed. This is further enforced and embodied as named users, colloquially known as 'namefags,' are often vilified for their separation from the anonymous collective community" (Ludemann, 2018).

      Hypothetically, since all users start out as anonymous, one could also present their identity however they so please on the platform, and in theory what this means is that the technology behind the site promotes identity exploration (and thus cyberspace rhetoric), even though in practice, what most users experience is latent racism that depends on users' purposefully offered identifying information or generalized white supremacist posts that are broadcasted for all on the site to see.

      Work Cited:

      Ludemann, D. (2018). /pol/emics: Ambiguity, scales, and digital discourse on 4chan. Discourse, Context & Media, 24, 92-98. doi: 10.1016/j.dcm.2018.01.010

    1. Some people believe that online marketplace and aggregator business models work on the same principles. However, there is a fine line between these two. Let’s first clear out those and then move forward to understand the business model of the online marketplace.

      In this article, we are going to dive deeper into the business model of marketplace businesses. But before that, let’s clear out some misconceptions around online marketplaces.

  5. Oct 2020
    1. Please don't copy answers to multiple questions; this is the same as your answer to a similar question

      Why on earth not? There's nothing wrong with reusing the same answer if it can work for multiple questions. That's called being efficient. It would be stupid to write a new answer from scratch when you already have one that can work very well and fits the question very well.

    1. While using TurboTax online login, pay special attention to different filing deadlines. Using a Schedule C is associated with Form 1040. Hence, there are no separate filing deadlines.

    1. There would seem to be a happy confluence between constructivist ideas about learning and trends in Internet usage. Self-directed learning through a collaborative and participative environment with other students is recognised as being a good, or even the best, approach in many contexts (Guthrie et

      Yes that was the impression I hot. Because of this misconception I feel that many of us students sometimes hold... Reality is that real students feel real anxiety in the midst of sharing information.

    1. The application and integration of video into the community of inquiry (CoI) framework can humanize instructor, social and cognitive presence for effective online learning. The concept of affordances and universal design for learning principles can be applied to design decisions when video is applied to support the CoI model. Knowing that video includes a variety of formats and options beyond the lecture-capture model is essential. Understanding a pedagogy of video – code breaking, meaning making, using, applying, and identifying persona – will ensure that video assets support critical and digital learning outcomes. Design with video can activate deeper reflective practice when applying location, integration, creation, annotation, collaboration, and curation of video assets. Issues when considering video integration into online learning spaces include quality/quantity, open/closed, actor/teacher, asynchronous/synchronous, or live/recorded video.

      Using video is more than content delivery. When employing universal design to the video content the asset will support critical and digital learning outcomes.

    1. By some measures distance education students are somewhat less prepared (e.g. fewer of them attended private high schools) but still have a better chance of graduating college than students who do not take distance education courses. Put simply, at a national level, even potentially less prepared students who participated in distance education early in their college careers were more likely to attain a degree than students who had not done so.

      A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10

    1. While scholars have applied the assumptions of andragogy to inform quality online course design, this work proposes that an online course designed using sound pedagogical principles can exhibit a learning experience beneficial to adult learners.

      This short article links Anderson and McCormick's pedagogical principles for online learning with Knowles' andragogical assumptions about adult learning. 8/10

    1. In order to inform the development and implementation of effective online learning environments, this study was designed to explore both instructors' and students' online learning experiences while enrolled in various online courses. The study investigated what appeared to both support and hinder participants' online teaching and learning experiences.

      The authors discuss the issue of community and engagement in online graduate programs. They carried out a small case study and used a Cognitive Apprenticeship Model to examine a successful program in Higher Education. They found that students feel too many online classes are just reading and writing, regurgitating rather than applying, and lack sufficient connection with the instructor and with other students, They recommend some strategies to fix that, but admit that more work is needed. 9/10

    1. We eventually hope to create affect-sensitive learning environments that respond constructively and effectively to boredom and confusion. When we do, we will have made significant progress towards improving students’ learning experiences, reducing problem behaviors such as gaming the system, managing students’ frustration and confusion in the face of impasses, and ultimately improving students’ learning.

      Researchers studied students cognitive-affective states doing online learning in 3 separate, very different studies, among different student populations, ranging from 12-year-olds to college students. They found that, contrary to prior assumptions, frustration did not necessarily have negative learning outcomes. Boredom tended to last longest of the cognitive-affective states covered, led to the greatest attempts to game the system, and had the least successful learning outcomes. Confusion was sometimes beneficial and sometimes harmful. Therefore, online learning environments should be developed that guard against boredom and perhaps confusion, rather than frustration. 8/10

    1. Therefore, practitioners need to be cognisant of the important role they play in influenc-ing learner motivation when designing learning activities. Most importantly, the relevance and value of the task (e.g., online discussions) need to be clearly identified and linked to learning objectives to help learners understand how the activity can aid in the realisation of personal goals, aspirations, and interests, both in the short and longer term.

      Based on research and two small scale case studies, some students in online learning are intrinsically motivated, but others need to be motivated by the teacher and material. External influences such as deadlines and grades also influenced student motivation. Identified regulation, that is, knowing why the activity is valuable and important, make a very big difference in student motivation. This brings us back to the andragogical idea that the assignments should involve real-world situations and be applicable to students' lives. 9/10

    1. Online learning environments have a promising future for researchers, practitioners, and learners. However designing and developing more effective and efficient online learning environments is possible with ongoing research and development. This paper offers four research goals and matches four existing methodologies to improve student outcomes in online learning environments defined as learner achievement, engagement, and retention.

      The authors outline four general research goals, and then go into detail on some of the questions that should be researched within those areas. They then suggest four methodologies to use in designing students to research those questions: formative, developmental, and experimental research and activity theory. All of these could help include online learning in terms of learner achievement, engagement, and retention. 9/10

    1. ​Institutions that were primarily online before the pandemic are also doing well. At colleges where more than 90 percent of students took courses solely online pre-pandemic, enrollments are growing for both undergraduate (6.8 percent) and graduate students (7.2 percent).
    1. Language Research Bulletin,32, ICU, TokyoAndragogy in the 21st century: Applying the Assumptions of Adult Learning Online

      This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.

  6. dergipark.org.tr dergipark.org.tr
    1. Blueprint for In-Service Teacher Training Program in Technology Integration

      This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.

    1. Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments

      This article showcases a framework for course design using theory and research in the learning sciences. It defines student-centered learning and explains how it can/ should be used in the creation of the course and when establishing which theories and methods to structure the course around. 9/10, very detailed source.

    1. Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning

      The authors study blogs, virtual worlds, discussion boards, and wikis and gathers student feedback on integrating those technologies into a class. The authors believed that students needed a digital presence to be successful in online learning. Instructor presence is also important and both can help participants in the class realize that there are real people in the class. The results of the studies show that integrating technology for collaboration should be done with careful design by the teacher, that as students are exposed to tools they find ones that work best for them, and that for students who have little exposure to technology the teacher should provide scaffolding to help them develop a digital presence. The studies were conducted in one region in Australia and I would like to see similar studies with learners from a broader area. 8/10

    2. Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning

      Article explores how digital learners interface with content in a virtual setting. Some of the learning tools included blogs, discussion boards, wikis, virtual worlds, etc. Study shows that the digital environment can be just as effective as F2F for promoting higher level thinking and learning. Article also discusses learners perceptions of the tools and self reflection about their learning in these environments. Rating 8/10

    1. The author, Stefan Hrastinski, is a Professor at the Division of Digital Learning and Director of Research Education at the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Sweden. Hrastinski notes the term "blended learning" originated in the 1990's, but is often over generalized. Hrastinski proposes several blended learning models, blended learning conceptualizations, and proposes recomendations for future research.

      Rating: 6/10

    1. We found using concise videosin multiple ways built online immediacy in positive ways. Students reported, as a whole, that they found video recordings to increase their sense of instructor immediacy and motivation in the online classroom.

      The authors discuss the problem of teacher immediacy and presence in online courses. They propose that this problem must be solved as online instruction becomes increasingly popular. The researchers survey multiple students at Weber State University and present their process, results, and communication theory. They conclude that short videos tangibly increase instructor online presence. And, short videos directed at individual students have an even greater positive impact.

      Rating: 10/10

    1. Four themes emerged from analyzing three types of data: surveys, interviews, and access log files. These four themes that captured students' experience of VBL included: varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.

      The authors of this article question the effectiveness of video-based online learning. The authors/researchers studied multiple undergraduate level online courses. Information was gathered via student surveys and interviews. The researchers present four themes found through the study, which include varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.

      Rating: 5/10

    1. but they should be engaging, because this leads to students beingmore motivated to learn and succeed.The possibilities of how students interact with content and with each other are greatly expanded in a hybrid course; just having themread articles online and then meet to discuss themin-class, for example, takes no real advantage of a class format that can otherwise be a transformative experience.

      This article, published by the College of DuPage, gives an introduction to hybrid learning environments. The authors outline the benefits of hybrid learning, how to utilize time wisely, the student experience (both in person and online), and how to structure and plan hybrid courses.

      Rating: 6/10

    1. The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."

      Rating: 9/10

    1. Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned

      In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10

    1. Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

      Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10

    1. When incorporating videos into a lesson, it’s important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning.

      The author, Cynthia Brame, is the Associate Director of the Vanderbilt University Center for Teaching and holds a Ph.D. in Education. In this article Brame recognizes the importance video has become in online and blended instruction. Brame suggests three things to consider when designing and implementing videos, which include cognitive load, non-cognitive elements that impact engagement, and features that promote active learning.

      Rating: 7/10

    1. How To Make Online Corporate Learning Fun During Lockdown

      (Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)

    1. Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Community of Inquiry, n.d, para. 5). Video is often used as a unidirectional medium with information flowing from the expert or instructor to the learner. To move from transmission of content to construction of knowledge, tools such as Voice Thread (VoiceThread, 2016) support asynchronous conversation in a multimedia format.

      The author, Kendra Grant, is the Director of Professional Development and Learning for Quillsoft in Toronto Canada. Grant helps business succeed in education design and support. In this article Grant discusses how quickly the learning environment has changed through technological development. Grant explores the RAT Model, which guides instructors in the "use of technology to help transform instructional practice." Grant then examines the Community of Inquiry model, which seeks to create meaningful instruction through social, cognitive and teaching presence. Grant concludes by providing general principles for creating a positive video presence.

      Rating: 8/10

    1. Multimedia principle. Providing words with pictures, images, or other graphics enhances learning relative to materials that include only words. While this principle pertains to texts with pictures, it also applies to videos, which include audio and video components.2. Modality principle. When combining visual and verbal materials, it is more effective to use audio than it is to use written text. Videos may be more effective when they present video in conjunction with audio narration as opposed to written text in the video.3. Contiguity principle. Multimedia materials are more effective when words and pictures/images/graphics occur in close proximity relative to when they do not occur in close proximity.4. Redundancy principle. Eliminating redundancy enhances the effectiveness of multimedia. For example, text may be redundant with audio narration, and such redundant text should be eliminated.5. Coherence principle. Adding flashy but unnecessary illustrations to multimedia can be distracting, reducing coherence and thereby reducing learning.6. Personalization principle. Using a conversational style (e.g., in narration) can be more beneficial relative to a more formal presentation style.

      This article compiles research into educational videos with respect to SDL (although SDL is never mentioned directly). The authors discuss the impact of educational videos, student engagement, the role of critical thinking and knowledge development, and effective design and presentation.

      Rating: 8/10

    1. Internet LearningVolume 4Issue 1Spring 2015Article 2May 2015Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy

      Article presents strategies for adoption in virtual learning environments to improve aspects of instructor presence and immediacy. Central to the discussion are perceptions of engagement and relatability, which play an integral role in shaping learners' cognitive and affective filters. Rating 7/10

    2. Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy

      Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10

    1. Considering that one of the most significant factors of online course quality is instructor presence and interpersonal interaction,4 one of the benefits video can offer is creating faculty presence in an online environment. In the interviews, students cited faculty presence as a key factor related to their engagement and perceived learning from videos. Humor and wit were described positively. Participants also mentioned the benefits of adding personable context to a subject; for instance, faculty members giving examples from their professional experiences about subject material. As one student explained, "The reading is very didactic or academic, but the videos are very real-case scenarios. The instructor narrates: 'How do you take that academic learning into the real world? What does that mean when you're looking at these financial statements?'" Another participant offered: "[The videos] are better than just reading the material because it has more of that human element."

      Melanie Hibbert, the Director of Instructional Media & Technology and Media Center at Barnard College in New York City, writes about what is necessary for good online instructional videos. Hibbert discusses media at Columbia University, methods for creating videos, an what analytics tell us. She concludes by describing the importance of instructor presence more so than the production quality of videos.

      Rating: 9/10

    1. Creating an Effective Online InstructorPresence

      This article was published by the Community College Research Center Teacher's College at Columbia University in New York City. The article examines what an effective online instructor looks like. The authors discuss how research indicates online instructors "make minimal use of interactive technologies." They then outline how instructors can use lectures, homework assignments, discussion boards, chat sessions, and lab activities in an interactive online course.

      Rating: 8/10

    1. Online learning, blended learning, flipped learning, hybrid learning, flexible learning, open learning and distance education are all terms that are often used inter-changeably, but there are significant differences in meaning. More importantly, these forms of education, once considered somewhat esoteric and out of the mainstream of conventional education, are increasingly taking on greater significance and in some cases becoming mainstream themselves. As teachers and instructors become more familiar and confident with online learning and new technologies, there will be more innovative methods developing all the time.

      The author, Anthony Bates, holds a BA in Psychology and a Ph.D. in Educational Administration. He holds over 40 years of teaching experience. In this chapter he proposes online learning is a mode of delivery versus a teaching method. In this chapter Bates compares teaching delivery methods, defines which mode students need, and weighs in on the choice between face-to-face and online teaching.

      Rating: 10/10

    1. Big hat and no cattle? The implications of MOOCs for the adult learning landscape

      Article critiques the "big sell" of MOOCs claiming that MOOCs are an oversell in terms of access and change in educational practice. Author explores these assertions though the lens of andragogy, ultimately finding that while there is potential in MOOCs, these environments are not being utilized to their greatest potential. Rating 8/10

    1. Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

      Article explores learners' perspectives about their motivation and success in a four-week MOOC. Author states that while much attention has been given to the study of MOOCs very little of that research has leveraged participants interpretations of their personal experiences. This article delivers information about MOOC learners' motivations and goals for participation in a MOOC. Article interprets these factors from the perspective of SDL and self-determination frameworks. Rating 7/10

    1. Project Based Learning to Develop 21st Century Competencies

      In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)

    1. However, when groups of readers come together and collectively read and write annotation in response to a shared text, then annotation can - under curated circumstances - spark and sustain conversation.

      I can't help but note that within the IndieWeb community, they're using a combination of online chat and wiki tools which to a great extent are a larger ongoing conversation. The conversation continues on a daily (almost hourly) basis and the substantive portions of that conversation are captured within the wiki for future reference. Interestingly, an internal chat bot, known as Loqi, allows one to actively make changes to the wiki from within the chat. In some sense, within this community there could be an analogy to which came first the chicken or the egg, but replacing those with conversation and annotation.

    1. There was also opportunity to connect with other students.

      I'm glad you had at least a little bit of this. The system I saw used for third graders left almost zero space for inter-student interaction or socialization which was a miserable experience.

    2. I felt more akin to being a relief teacher with little agency.

      I felt like exactly this myself!

    1. Characteristics of Adult Learners With Implications for Online Learning Design

      The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10

    1. they’ll work their asses off not to disappoint you.

      This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.

    1. A rental marketplace is a platform where individuals or companies can rent different types of goods and properties. This Rental Marketplace is what you will be building to start your own online rental business.

      Creating your own online rental marketplace business is not very difficult if you have the right idea and the right team to execute your idea.

    1. The coronavirus pandemic has pushed teaching and learning online in schools around the world, but we don’t have to set aside teaching civil discourse and having brave conversations because we’re in virtual learning spaces.

      This is so true. Knowing that the pandemic has forced us to take online schooling, it doesn't change the fact that we still can learn the same as we were in regular school.

  7. Sep 2020
    1. The appeal of social networks is partly because they let us create documents without thinking about web technology,

      mirrors strongly another comment i made, that our appetites & expectations for computing has outstripped the personal, that we now expect computing to be connective. we want the digital matter we create to exist not just locally, but widely. https://hypothes.is/a/11-k1v7pEeqJ1qdf5kJahQ

    2. There was a time when we could install applications, give some sort of explicit agreement that something would run on our computers and use our hardware. That time is ending,

      The end seems perilously close at hand for personal computing, but, imo, as much as anything that is because users now expect to compute to have impact & effect far beyond the beige box.

      Open source has many amazing things, but in terms of ways to get user's digital stuff online & available & circulating, there have been precious few compelling attempts. I'd call out in particular RemoteStorage spec, & the newer SOLID specs from MIT & TBL.

    1. Conversations about feelings are usually expressed with gestures and proximity, which is difficult while accessing a computer.

      I think that a major part of conversation is those gestures and proximity. With or without a disability this is difficult to express when online.

    1. Second, an activity may threaten a student who has not disclosed something relevant to you. Before you ask students to share a story of their name, for example, remember that some students will have changed their name for reasons of personal safety, family breakdown, or gender identity. 

      It's important to recognize that not everyone has come from the same backgrounds or situations. Whether it's a name or sharing a personal story, or even turning on the camera, some students use school as an escape from their home lives, and I think it's important not to pressure students into feeling like their grade is at risk because of their home situations.

  8. Aug 2020