In raw, poignant alternating first-person narratives, interspersed with e-mails, gay chat-room exchanges, and other fragments of a youth laid bare in the age of social media, The Lost Prayers of Ricky Graves unravels the mystery of a life in all its glory: despair and regret, humor and wonder, courage and connection. A heartbroken and humiliated Ricky Graves took the life of a classmate and himself. Five months later, the sleepy community is still in shock and mourning. Ricky's sister, Alyssa, returns to confront her shattered, withdrawn mother and her guilt over the brother she left adrift. Mark McVitry, the lone survivor of the deadly outburst sparked by his own cruelty, is tormented by visions of Ricky's vengeful spirit. Ricky's surrogate older brother, Corky Meeks, grapples with doubts about the fragile boy he tried to protect but may have doomed instead. And Jeremy Little, who inadvertently became Ricky's long-distance Internet crush despite never having met, seeks to atone for failing to hear his friend's cries for help. For those closest to the tormented killer, shock and grief have given way to soul searching, as they're forced to confront their broken dreams, buried desires, and missed opportunities. And in their shared search for meaning and redemption, Ricky's loved ones find a common purpose: learning to trust their feelings, fighting for real intimacy in a world grown selfish and insincere, and fearlessly embracing all that matters most...before it's gone from their lives. 1. Language: English. Narrator: Luke Daniels, Lauren Ezzo, Jesse Lee, Kate Rudd, Emily Sutton-Smith, Sandra Burr, Will Ropp, Jake Mate. Audio sample: http://samples.audible.de/bk/brll/009639/bk_brll_009639_sample.mp3. Digital audiobook in aax.
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Revision with unchanged content. The role and face of the college student has drastically changed with many traditional college students (18-22 year olds) facing extraordinary costs of college tuition, having to work in addition to attending school, and the non-traditional adult learner returning to school has left universities and colleges with little physical space for classes and a need to address the new learners. Online education offers an opportunity for working students to attend college while addressing work and other responsibilities. The problem is that online education is new to not only students, but also faculty teaching in these areas. One areas is the use of the communication tools used in online courses such as e-mail, instant messaging, chat rooms, etc. Another is one may assume that younger students have an advantage over adults using communications tools. Students sometimes feel the isolation as well as the faculty member of being disconnected in an online course. This research examined how students used communication tools to foster social communications in order to connect to one another in a social learning environment that provided a richer context for a learning community to evolve during the semester. Does gender affect the way students use communication tools to connect using social communications?
Computers afford an environment in which use of communication tools can promote deep learning. This may be due to the creation of a varied learning environment, and to the induction of active, collaborative and self-directed learning. Students'' experience of web-supported learning was evaluated to test the assumption that computer-mediated-communication promotes higher order thinking. The association between presumed active use of communication tools, and perceptions concerning learning principles (varied and challenging learning environment, application of higher order thinking skills, and lecturer feedback and encouragement to interact frequently), was evaluated. Perceived active use of e-mail and the chat facility was significantly associated with recognition of the need to apply higher-order thinking skills in order to do well in the course. Lecturers interested in using electronic communication tools to promote higher order thinking may find this book useful.
High Quality Content by WIKIPEDIA articles! Online deliberation is a term associated with an emerging body of practice, research, and software dedicated to fostering serious, purposive discussion over the Internet. It overlaps with, but is not identical to, e-democracy. Online deliberation is very interdisciplinary, and includes practices such as online consultation, e-participation, online deliberative polling, online facilitation, online research communities, interactive e-learning, civic dialogue in Internet forums and online chat, and group decision making that utilizes collaborative software and other forms of computer-mediated communication. Work in all these endeavors is tied together by the challenge of using electronic media in a way that deepens thinking and improves mutual understanding.
Diploma Thesis from the year 2002 in the subject Computer Science - Miscellaneous, grade: 1,0, University of Applied Sciences Bielefeld (unbekannt), language: English, abstract: Inhaltsangabe:Abstract:Language learning software has been available on the market for a couple of years. So far the most common form of delivering the product is a CD-Rom. The Internet offers not only the possibility to deliver this product in an immaterial way, but also to add new features to it.The goal of the thesis is to find out, which additional features an online offered language learning software must possess, to satisfy the needs of the customer. This task is part of the so called new product development process. It is a very complex process and refers to all departments of a company, even though, for a long time it has been considered to be only the job of the R & D department. But to solve the above mentioned task, the technical component, of new product development is not important. For this piece of work only the point of view of the marketing department is important, as it is their duty to observe the market expectations. Therefore this thesis only covers the first part of new product development, the opportunity identification, and partly the design.Firstly the different environments were studied and secondary data were collected. A main part of the secondary data were delivered by a European Union study from the year 2000. This research was focused on the knowledge and habits of EU inhabitants regarding foreign languages. After the examination of the available secondary data, the required primary data were collected, to find out how the single features satisfy the requirements of the target group. Other secondary data were delivered by pedagogical departments of universities. They researched and evaluated, from the pedagogical point of view, possible online features like e-mail, newsgroups and chats, videoconferences, downloadable video / audio files and up to date articles.This thesis objective is to find out, how these possible features meet the requirements of the customer, or to be more precise of the target group. Therefore the target group had to be defined. Defined by profession, the target group consist of: Students in higher education and universities, managers and White Collar Workers.Thanks to the secondary data, the needs of the target group are known. To obtain the required primary data, on how the possible product features satisfy the market needs, a questionnaire was designed. The interviews took place in two countries and at international courses in order to be able to consider domestic differences. The universities were: The University of Applied Science, Bielefeld, Germany and the Universidade do Minho, Braga Portugal.The results were analysed and afterwards the few available offers, of online language learning products, were evaluated according to the obtained results. Resulting from this work one can state that there is a general positive attitude of the respondents regarding the new possible features, even though different attitude groups exist.The features that are considered to be the most valuable and helpful ones are E-mail, newsgroups and Chat and Downloadable Video / Audio files . At present there is not even a handful of companies, which are offering one or all of the new possible features, on the Internet. This means the entry barrier for this emerging market is still very low and that makes this market quite attractive.Inhaltsverzeichnis:Table of Contents:1.)Executive Summary42.)Introduction6a.)A General outline of the development in Europe6b.)Elearning of foreign languages7c.)The part of New Product Development83.)Literature Review9a.)Introduction9b.)Elearning from the pedagogical point of View9c.)Problems of New Product Development11i....
Information and Communication Technology is the latest world driving force in technological development, because of its usefulness in every sector of the world's economy. the importance of this technology cannot be overemphasized with the following objectives: increase networking, provide distance learning, supplement traditional learning, increase access to resources, interactive learning. with the evolution of wireless and mobile communication, life becomes more easier than before as communication satisfaction can be deployed at any place at any given time. this innovative technology is worth embracing, since services ranging from internet surfing, e-commerce, online chat(facebook, twitter,skype etc), video conferencing,can be exploited,without having to run any cable with the help of wireless technology supported by the IEEE 802.11 standards.
Nowadays, the popular methods of information delivering include e-learning, cyber-learning and other terms that describe the new ways of learning. In order to improve the learning process, the Virtual Learning Content Management System (V-LCMS) for Problem-Based Learning (PBL) Courses developed at the College of Professional MARA Indera Mahkota. The proposed system aims to develop a web site using Iterative and Incremental Development prototype. The programming language chosen is PHP 5.2.5, MySQL 5.0 as the database and Apache 2.2.8 as the the web server. The V-LCMS enables easier teaching and learning process between instructors and students. The students do not have to wait for the notes to be copied. Instead, the students can access the notes through V-LCMS. This facilitates the students to study by themselves. Other advantage of V-LCMS is, it eases students to interact with instructors using forums or chat rooms, especially for the implementation of PBL courses. Overall, not only the system assists the instructors, but also it supports their students in terms of receiving the knowledge imparted.
Virtual classrooms happen to be one of the most important and rapidly growing phenomena in the computerization of higher education across the globe. It is an aspect of computing that has contributed greatly in easing the data storage and delivery of teaching and learning in higher institutions. Virtual classroom can be synchronous or asynchronous. Each has its merits and demerits. An ideal situation is a blended learning that combines the features of the two. This book demonstrates how an integrated virtual classroom that combines features of synchronous and asynchronous platforms can be practically designed and developed in easy steps. It gives an in-depth coverage of topics such as distance learning systems, virtual classrooms and online learning. The proposed virtual classroom has features like assignment, lesson, glossary, forum, audio, video, whiteboard, wiki and chat among others to mimic effectively the face-to-face classroom setting. The book is an ideal companion for both tutors and learners of higher institutions, especially where e-learning has been practically deployed. It will also serve as a gateway for institutions willing to embrace distance education.